A Case for Enhancing Environmental Education Programs in Schools: Reflecting on Primary School Students' Knowledge and Attitudes

Autor/inn/en	Treagust, David F.; Amarant, Arlene; Chandrasegaran, A. L.; Won, Mihye
Titel	A Case for Enhancing Environmental Education Programs in Schools: Reflecting on Primary School Students' Knowledge and Attitudes
Quelle	In: International Journal of Environmental and Science Education, 11 (2016) 12, S.5591-5612 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3065
Schlagwörter	Environmental Education; Student Attitudes; Knowledge Level; Elementary School Students; Pollution; Questionnaires; Interviews; Gifted; Gender Differences; Conservation (Environment); Problem Solving; Curriculum Implementation; Reliability; Statistical Analysis; Measures (Individuals); Instructional Program Divisions; Florida (Miami) + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Schülerverhalten; Wissensbasis; Schadstoffbelastung; Fragebogen; Interviewing; Interviewtechnik; Begabter, Hoch Begabter; Geschlechterkonflikt; Conservation; Environment; Konservierung; Bewahung; Umwelt; Problemlösen; Reliabilität; Statistische Analyse; Messdaten
Abstract	Environmental education in schools is of increasing importance as the world population increases with the subsequent demand on resources and the potential for increased pollution. In an effort to enhance the standing of environmental education in the school curriculum, this study was designed to determine primary students' knowledge about the environment, their attitudes towards helping the environment and what they actually have done to help the environment. The Year 4 and 5 students in regular and gifted classes in one primary school answered a questionnaire called the "Children's Environmental Attitude and Knowledge Scale" ("CHEAKS") and several students in both Year levels were interviewed in pairs to elaborate on their responses. In the interviews, students discussed what they had been taught in school in relation to the environment. The findings include (1) Year 4 students had a higher commitment to the environment than Year 5 students; (2) gifted students had more knowledge than regular students; and (3) girls were more verbally committed to the environment than boys. Having knowledge about the environment did not necessarily mean that the student was committed to saving the environment, nor did it mean that the student took action to solve environmental problems. While this study was conducted in one school, the implication is the need for the implementation of a curriculum to help students develop their knowledge and attitudes to take pro-environmental actions. (As Provided).
Anmerkungen	LOOK Academic Publishers. Knobbelzwaansingel 211 Den Haag 2496LN, Netherlands. Tel: 31-20-217-0912; e-mail: editor@lookacademy.nl; Web site: http://www.ijese.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01