Influence of a Non-Formal Environmental Education Programme on Junior High-School Students; Environmental Literacy

Autor/inn/en	Goldman, Daphne; Assaraf, Orit Ben Zvi; Shaharabani, Dina
Titel	Influence of a Non-Formal Environmental Education Programme on Junior High-School Students; Environmental Literacy
Quelle	In: International Journal of Science Education, 35 (2013) 3, S.515-545 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.749545
Schlagwörter	Junior High School Students; Values Education; Foreign Countries; Pretests Posttests; Program Effectiveness; Consciousness Raising; Locus of Control; Nonformal Education; Teamwork; Teacher Role; Independent Study; Outdoor Education; Freehand Drawing; Student Attitudes; Questionnaires; Conservation (Environment); Recycling; Citizenship Responsibility; Natural Resources; Mixed Methods Research; Environmental Education; Israel + Suchen Sie Ihr Suchwort? Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Werterziehung; Ausland; Bewusstseinsbildung; Non-formal education; Non formal education; Nichtformale Bildung; Lehrerrolle; Selbststudium; Freiluftunterricht; Drawing; Zeichnen; Schülerverhalten; Fragebogen; Conservation; Environment; Konservierung; Bewahung; Umwelt; Natural Ressource; Natürliche Ressource; Umweltbildung; Umwelterziehung; Umweltpädagogik
Abstract	One of the solutions implemented by schools for conducting value-based environmental education (EE) is outsourcing: allocating external environmental organizations that develop and conduct EE programmes. This study addressed such a programme--the Green Council Programme (GCP)--developed and implemented in schools by the Israeli Society for Protection of Nature. A pre-test/post-test design was used to investigate the influence of participation in the GCP on components of junior high-school students' environmental literacy. Conceptualizations of "environment", environmental attitudes and sense of ability to act on environmental issues were studied employing quantitative and qualitative tools. Contribution of the programme to the cognitive domain, in developing a systemic understanding of the environment, was limited. On the other hand, participating in this programme heightened students' sensitivity to human-environment interrelationships and developed a more ecological worldview. After the programme, students demonstrated greater perception of humans as part of the environment, an increased sensitivity to human impact on the environment and their value for non-human nature moved from an anthropocentric to a more ecocentric orientation. While students' internal locus-of-control increased, when environmental protection entailed personal economic trade-offs, their support was limited and remained unchanged. The article concludes with recommendations, based on the findings, regarding supplementing the school (science) curriculum with external EE enrichment programmes. (Contains 6 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10