Assessing Impacts of Locally Designed Environmental Education Projects on Students' Environmental Attitudes, Awareness, and Intention to Act

Autor/in	Bergman, Brenda Gail
Titel	Assessing Impacts of Locally Designed Environmental Education Projects on Students' Environmental Attitudes, Awareness, and Intention to Act
Quelle	In: Environmental Education Research, 22 (2016) 4, S.480-503 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2014.999225
Schlagwörter	Conservation (Environment); Student Attitudes; Intention; Student Behavior; Environmental Education; Grade 4; Grade 5; Grade 7; Statistical Analysis; Factor Analysis; Qualitative Research; Attitude Change; Experiential Learning; Pretests Posttests; Student Surveys; Maximum Likelihood Statistics; Michigan + Suchen Sie Ihr Suchwort? Conservation; Environment; Konservierung; Bewahung; Umwelt; Schülerverhalten; Student behaviour; Umweltbildung; Umwelterziehung; Umweltpädagogik; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; Statistische Analyse; Faktorenanalyse; Qualitative Forschung; Attitudinal change; Einstellungsänderung; Experiental learning; Erfahrungsorientiertes Lernen; Schülerbefragung
Abstract	This study investigates whether consistent effects on students' environmental attitudes, awareness, and behavioral intentions could be discerned in an initiative that supports environmental education (EE) designed at the classroom level. Students of grades four, five, and seven participated in an assessment at the beginning and end of the school year. Quantitative assessment questions were adapted from the Children's Environmental Perception Scale. Factor analysis identified three factors related to intentions for environmental learning and behavior, environmental appreciation, and awareness of the potential to impact nature. Qualitative items assessed students' perception of their EE experience. Over one school year, fourth- and fifth-grade EE students gained "awareness of the potential to impact nature," but EE students did not exhibit changes to "environmental appreciation" or "intentions for environmental learning and behavior." With increasing years of EE experience, students demonstrated slight increases in "environmental appreciation and intentions for environmental learning and behavior." Students' recollection of in-class discussions primarily related to cognitive and psychomotor domains, with minimal mention of social or affective themes. Student perspectives highlighted individuals' unique interests, which may not be fostered when all students conduct the same activity. Over a third of all students most enjoyed the EE experience for the chance to be outside, and only five percent most enjoyed gaining environmental knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01