Sustainability education in a botanical garden promotes environmental knowledge,attitudes and willingness to act

Abstract

Creating behavior change to mobilize transitions toward sustainability is a significant challenge of our time. Inspired by the United Nations Food and Agriculture Organization’s Farmer Field School, we developed a novel community-based education program to engage people in local sustainability topics. In the Sustainable Communities Field School (Field School) program, advertised as team building tours, participants from local organizations are guided by instructors through University of British Columbia Botanical Garden, while receiving verbal and experiential education on topics of food systems and choices, biodiversity conservation, water conservation, and waste reduction. We found that after the Field School program, participants were significantly more knowledgeable about environmental issues, more connected to nature, showed greater intentions and willingness to engage in sustainability actions compared to garden visitors from the general public who did not go through the program. The results suggest that interactive sustainability education in a botanical garden setting can be a useful education model to mobilize public engagement on sustainability.     

To shine or not to shine? – The relationship between environmental knowledge of preteens and their choice among plastic and non-plastic materials for a manual task

Abstract

Since education aims to offer applicable knowledge, studying knowledge–behavior relationship is of key importance in promoting environmental education. But there is scarcity of studies addressing the relationship between knowledge and real behavior choices. We examined the connection between environmental knowledge and behavior (self-reported and measured in an operative way) among 10-12-year-old students, with special focus on the potential mediating role of attitudes. The main research question was whether knowledge (measured with an achievement test) correlates with actual environmental behavior, and how mental accessibility of environmentalism is related to the relationship between knowledge and actual behavior (i.e. choosing a material for completing a manual task). The study with 325 persons revealed that although the positive connection between knowledge and self-reported behavior was fully mediated by environmental attitudes, knowledge was just slightly related to actual behavior, even when the topic of environmentalism appeared before the behavior choice. However, behavior was related to school, suggesting that school-level socialization (beyond the knowledge transfer) is highly influential in forming environmental behavior. The difficulties of studying actual behavior and implications of our findings for practitioners from the field of environmental education are discussed.     

The interplay among environmental attitudes,pro-environmental behavior,social identity,and pro-environmental institutional climate. A longitudinal study

By using a panel design in a sample of 298 undergraduate/master students at an Italian public university, the present study aimed to test longitudinally the interplay among environmental attitudes, pro-environmental behavior, social identity, and pro-environmental institutional climate. The relationships were tested with cross-lagged analysis based on two waves over a 2-month period. The cross-lagged panel analysis revealed positive cross-lagged effects of social identity on environmental attitudes and pro-environmental institutional climate perceptions on social identity. Environmental attitudes and social identity at Time 1 did not predict Time 2 pro-environmental behavior. Pro-environmental behavior at Time 1 did not predict Time 2 environmental attitudes. Pro-environmental institutional climate perceptions at Time 1 did not predict Time 2 pro-environmental behavior. Finally, social identity at Time 1 did not predict Time 2 pro-environmental institutional climate perceptions.     

Sense of place in environmental education

Although environmental education research has embraced the idea of sense of place, it has rarely taken into account environmental psychology-based sense of place literature whose theory and empirical studies can enhance related studies in the education context. This article contributes to research on sense of place in environmental education from an environmental psychology perspective. We review the components of sense of place, including place attachment and place meanings. Then we explore the logic and evidence suggesting a relationship between place attachment, place meanings, pro-environmental behavior, and factors influencing sense of place. Finally, based on this literature we propose that in general environmental education can influence sense of place through a combination of direct place experiences and instruction.     

Examining youth perceptions and social contexts of litter to improve marine debris environmental education

Abstract

Youth have astute observations about site-specific personal and environmental factors that contribute to littering and marine debris, and they have a strong potential to act as change agents in communities. Interactions with youth in Pinellas County Florida add insights into a growing body of research on environmental education and marine debris prevention. This study assessed perceptions of marine debris and littering behaviors through group discussions with middle school and high school students (N = ～44), evaluations at summer camp programs (N = ～31) and pre- and post-assessments of environmental field trips (pre-assessment N = ～120; post-assessment N = ～140). Youth showed high initial awareness of the effects of marine debris on the environment but showed less understanding about the role of watersheds and biodegradation in marine litter issues. A majority of youth attributed others’ littering behavior to dispositional factors, like laziness, while attributing their own littering to situational factors, like poorly placed bins. Student observations of educators and parents also influenced littering behaviors and willingness to act. To reduce littering, education and outreach programs need to (1) provide opportunities for ongoing assessment of complex marine debris topics, (2) align visual and written or verbal messages, (3) reduce actor/observer bias related to littering behaviors, and (4) support adult role models.     

Environmental literacy components and their promotion by institutions of higher education: an Israeli case study

The recognition of the key role and moral responsibility of higher education institutions (HEIs) in cultivating the environmental literacy (EL) of their students is growing globally. The current research examined the contribution of HEIs to their students’ EL by focusing on an Israeli college as a case-study. A survey was conducted among a representative sample of 1147 students from all departments in four phases of their academic studies. A moderate level of EL was found. The college’s green agenda attracted more pre-environmentally literate students, but its contribution to the development of students’ EL throughout the learning years was minor. Variation in pro-environmental behavior was better explained by students’ environmental values and attitudes than by their environmental knowledge. It seems that a combination of knowledge, values, and attitudes is needed in order to instill EL among students in HEIs. Commitment to environmental education must be translated into effective contents (what) and ways of teaching and learning (how) EL, which should be adapted to the varied populations of HEIs’ students in the various faculties and departments. Some recommendations are detailed.     

A re-assessment of factors associated with environmental concern and behavior using the 2010 General Social Survey

The associations between social and psychological influences and environmental attitudes, intentions and behavior have generated considerable interest, both in the fields of environmental behavior and of environmental education. We use the 2010 General Social Survey (GSS) to study these associations and expand the scope of earlier studies by including additional measures across social demographic, social psychological and behavioral blocks. The findings highlight the relationships between social psychological constructs and environmental concern and behavior, as well as the relationships between social demographic characteristics and environmental values and beliefs. The findings from this study will be useful to environmental educators and communicators interested in studying the social psychological and social demographic bases of environmental concern and behavior.     

Environmental identity,pro-environmental behaviors,and civic engagement of volunteer stewards in Portland area parks

We conducted surveys of adults participating in municipally sponsored volunteer events in the Portland, OR metropolitan area in order to understand the range of attitudes and behaviors associated with volunteer work. We sampled 172 individuals in 18 events from February to June 2012. Principal components and factor analyses of survey responses identified three groups based on annual frequency of participation in stewardship events: first-time volunteers, mid-level volunteers (3–10 events per year), and frequent volunteers (>10 events per year). Our analyses revealed three main factors that explained the variation in survey response for the three volunteer groups: environmental identity, private pro-environmental behavior, and civic engagement. All three factors were positively correlated with frequency of participation in stewardship events, with the most frequent volunteers indicating the highest degree of attention to environmental issues, environmental identity, and self-reported pro-environmental behaviors. Frequent volunteers were more likely to feel personally attached to their local environment, believe that their efforts help solve environmental problems, and enjoy being part of community efforts. These results suggest that stewardship activities provide opportunities for volunteers to interact with others while working collectively toward restoring and maintaining parks, which may contribute to more resilient communities.     

Botany and environmental education in elementary school in Brazil: articulating knowledge,values, and procedures

Abstract

The increasing urbanization and alienation from nature reduce children’s opportunities to interact with plants and challenge teachers to devise educational practices that contribute to learning botany. This study presents the results of activities developed in a Brazilian school through explorations, drawings, dried and pressed specimens, and semi-structured interviews. The data were evaluated using mixed methods analysis. Leaves were the structure that was most frequently drawn by 1st- and 2nd-year students, followed by stems. Among students in their 3rd, 4th, and 5th years, more emphasis was on flowers and their detailed morphological structures. The 1st- and 2nd-year students included non-living elements and the surrounding environment in their drawings, whereas the older students focused on the plant itself. These particularities point to methods of teaching botany in context and link students’ specific knowledge to values and practices that contribute to an environmental education that aims to minimize the utilitarian view of nature and move towards a view of human beings as integrated and interdependent with other living and non-living elements.     

Beyond individual behaviour change: the role of power,knowledge and strategy in tackling climate change

Individual behaviour change is fast becoming a kind of ‘holy grail’ to tackle climate change, in environmental policy, the environmental movement and academic literature. This is contested by those who claim that social structures are the main problem and who advocate collective social action. The objective of the research presented in this paper is to better understand why environmentally concerned citizens choose one of these two types of engagement. Our focus is on the role of experiences of and/or convictions about power in shaping this choice. Within the framework of an explorative qualitative study, we engaged in in-depth interviews with 12 young environmentally concerned citizens. On this basis, five main findings are elaborated. Firstly, powerlessness is shown to be a crucial experience, whatever the respondents’ engagement. Secondly, ‘strategy scepticism’ seems to be a more important obstacle for engagement than ‘climate scepticism’. Thirdly, many respondents express significant resistance towards being ‘conditioned’ by awareness-raising campaigns. Fourthly, a ‘gap’ is observed between respondents’ analysis and their strategy proposals. Finally, we underscore another important gap between concrete and abstract levels in respondents’ discourses. All these findings disclose paradoxical aspects of the role of power in shaping the concerned citizens’ engaged choices.     

The intersection of environmental and sustainability education,and character education: An instrumental case study

Although fostering values is promoted within environmental and sustainability education (ESE) and a shift in values is seen as essential for a sustainable future, recent international findings indicate that this aspect of ESE is being neglected. Previous research has shown there to be common ground between ESE and the field of character education (CE), a form of values education. Bringing together these two strands of theory and practice has the potential to be fruitful in terms of strengthening current, and introducing new, practices in both fields, particularly through drawing on existing evidence-based strategies within CE to inform ESE. While there has been some work in this regard, this has been almost exclusively theoretical and there has been little research regarding the practice of such integration. This paper details an instrumental case study exploring an existing case of where ESE and CE come together in practice. A study was conducted at a Scottish, independent, all-ages, holistic education-oriented school, exploring how ESE is carried out. Data were gathered via teacher interviews, school observations, field notes and document analysis. Thematic analysis revealed four themes: the school as a sustainable organism; holistic learning; fostering a connectedness with nature; and nurturing the whole person. The data were then analysed from a CE perspective revealing multiple points of ESE–CE intersection, e.g. school climate/ethos, role-modelling and service-learning. The findings reveal commonalities between ESE and CE and provide examples of integrated ESE–CE practice, demonstrating potential for collaboration or shared ESE–CE practice. Avenues for further research are suggested.     

A post-occupancy evaluation of the impact of exhibit changes on conservation knowledge,attitudes, and behavior of zoo visitors

Abstract

Given that conservation education is a primary goal for zoos, it is important to study how changes in exhibit design in the same facility (with the same animals and visitor base) can impact short- and long-term conservation knowledge, attitudes, and behavior (KAB) amongst visitors. However, there is very limited research on this topic. Our goal was to conduct a comprehensive post-occupancy evaluation to study this impact at two exhibits that underwent renovations at Zoo Atlanta, using rigorous methodology and addressing limitations in previous research. We did not find significant differences in KAB scores when comparing the pre- and post-renovated exhibits. This is contrary to the existing view that renovations from non-naturalistic to naturalistic exhibits (and/or renovations to displays and signage) will improve KAB. Future researchers should continue to use rigorous methods to obtain valid and reliable measures of the impact of zoo exhibits and exhibit renovations on conservation-related KAB.     

Understanding Cultural Differences in the Antecedents of Pro-Environmental Behavior: A Comparative Analysis of Business Students in the United States and Chile

We surveyed business students in the U. S. (n = 256) and Chile (n = 310). The survey included measures drawn from studies of pro-environmental behavior using Schwartz's norm activation theory (Schwartz, 1977 Schwartz, S. H. 1977. “Normative influences on altruism”. In Advances in experimental social psychology, Edited by: Berkowitz, L. Vol. 10, 221–279. New York: Academic Press. [Crossref] , [Google Scholar]), the theory of reasoned action (Ajzen & Fishbein, 1980 Ajzen, I. and Fishbein, M. 1980. Understanding attitudes and predicting social behavior, Englewood Cliffs, NJ: Prentice Hall.  [Google Scholar]), and a values-beliefs-norms model created by Stern, Dietz, Abel, Guagnano, and Kalof (1999) Stern, P. C., Dietz, T., Abel, T., Guagnano, G. A. and Kalof, L. 1999. A value-belief-norm theory of support for social movements: The case of environmentalism. Human Ecology Review, 6(2): 81–97.  [Google Scholar]. Our results show Chilean business students are more altruistic than business students in the United States and Chilean students felt stronger pressures from their peers to engage in pro-environmental behaviors. Chilean business students also expressed higher levels of awareness of environmental problems, a greater sense of obligation to protect the environment, a stronger willingness to limit property rights, and stronger intentions to engage in pro-environmental behavior.     

Testing a model linking environmental hope and self-control with students' positive emotions and environmental behavior

ABSTRACT

This study examined a moderated mediation model with 254 Israeli junior high school students, hypothesizing that students' environmental hope would simultaneously mediate the relationship between their engagement in school-based environmental activities (green engagement) and their environmental behavior as well as their positivity ratio, but that students' self-control skills would moderate these mediation processes. The results showed that engagement was linked to self-reported pro-environmental behavior, as well as experiencing more positive than negative emotions. Multigroup structural equation modeling indicated that the model provided a good fit to the data, and rigorous bootstrap analysis confirmed the simultaneous mediating role of environmental hope—but only for students with high self-control skills. The limitations and implications of the findings are discussed, and future directions are presented.     

Contesting knowledge,constructing legitimacy: knowledge making in mother-tongue education schools in Nepal

Scholars in education have drawn our attention to the ways in which social power and control manifests in the process of knowledge production in education institutions especially through school curriculum. In this paper, I analyse school textbooks along with classroom instruction events and everyday practices in a mother-tongue school in Nepal. Drawing on the concept of ‘legitimate knowledge’, this paper discusses mother-tongue education as a struggle over symbolic resources, whereby familiarity with ‘daily life in the locality’ is discursively drawn upon to articulate mother tongue as an effective pedagogy and legitimate knowledge. The paper argues that the introduction of mother tongue in the school curriculum is, therefore, more than an addition of new language. It is a process of negotiating what it means to ‘know’ things in school. In doing so, this paper illustrates a dynamic process of re-signification of local languages, knowledge and identities that is underway.     

Land education: Indigenous,post-colonial,and decolonizing perspectives on place and environmental education research

This editorial introduces a special issue of Environmental Education Research titled ‘Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research.’ The editorial begins with an overview of each of the nine articles in the issue and their contributions to land and environmental education, before outlining features of land education in more detail. ‘Key considerations’ of land education are discussed, including: Land and settler colonialism, Land and Indigenous cosmologies, Land and Indigenous agency and resistance, and The significance of naming. The editorial engages the question ‘Why land education?’ by drawing distinctions between land education and current forms of place-based education. It closes with a discussion of modes and methods of land education research.