Youth environmental attitudes in Australia and Brunei: implications for education

This paper explores similarities and differences in the knowledge, beliefs and actions that comprise the environmental attitudes of senior secondary school students in Australia and Brunei. Utilising data from a wider international study in Asia and the Pacific (Yencken et al. , 2000), the paper uses findings from these two countries to illustrate the pervasiveness of global environmental concerns over local cultural influences in the construction of youth environmental attitudes in Australia and Brunei. Thus, young people in these countries, as they do in all parts of the Asia-Pacific region, have very similar levels of environmental awareness and knowledge, sources of environmental, beliefs, systems or world views about the environment, and levels of perceived control over environmental trends. They also have a shared desire for schools to do more in the area of environmental education. The paper concludes that much more effort needs to be made in certain areas. The first is to encourage teachers and others who have influence over young people to develop their own knowledge and skills to be able to teach environmental education effectively. The second is in the area of curriculum and pedagogical reform so that young people explore the many possible ways in which current systems can change to support sustainability, in which current lifestyles reflect these systems, and in which their own actions can contribute to a sustainable future.     

The impact of direct and indirect experiences on the development of environmental knowledge, attitudes, and behavior

This study employed a mixed-methods design to examine the relationship between nature experience type (e.g., direct and indirect) and learning outcomes (e.g., environmental knowledge, attitudes, and behavior) associated with an environmental education, international immersion program for adolescents. Longitudinal data from 108 participant and 49 comparison group members were analyzed to test the study’s hypotheses. Additionally, qualitative data were analyzed using grounded theory methodology to assess participants’ perceptions of these processes. The findings indicate that environmental knowledge increased more than environmental attitudes during the indirect portion of the program (i.e., preparatory program) whereas the direct portion (i.e., international workshop) produced similar levels of knowledge and attitude growth. Further, while attitudes were more strongly associated with behavior during the indirect component of the program, the strength of the relationships between attitudes and behavior, and knowledge and behavior were similar during the direct portion of the experience. A synthesis of the findings suggests that the program’s direct experiences catalyzed environmental knowledge into a stronger motivating force than it had been during the indirect experiences. The qualitative findings also provide insights into the characteristics of direct experiences. These findings offer important insights for both theory and practice related to the use of direct and indirect nature experiences to develop environmental knowledge, attitude, and behaviors.     

Influence of academic education on the perception of wood in watercourses

Human perception of in-channel wood can influence decision-making about wood reintroduction in watercourses for restoration purposes. A questionnaire survey was conducted among first-year and advanced Polish students and professionals involved in the management and protection of watercourses in Poland. The purpose was to assess their perception of river scenes with and without wood in terms of naturalness, aesthetics, danger and need for improvement. Generally, students perceived riverscapes with wood to be less aesthetic, more dangerous and needing more improvement than riverscapes without wood. However, many aspects of the riverscape perception are subject to changes as the student progresses in studying. The culturally conditioned, negative perception of in-channel wood is reduced during the education of geography and biology students but enhanced in the course of water engineering studies. The improved perception of watercourses containing wood was most pronounced for the advanced geography students from a university in which some tutors conducted research on in-channel wood and could have transferred knowledge about and positive attitudes toward wood to their students. A comparison of the riverscape evaluation by biology students and national park managers indicates that education in the discipline facilitates understanding of the environmental significance of in-channel wood although its effects are highly insufficient to form the positive attitude toward wood-containing watercourses typical of the managers. In turn, the education of water engineering students about in-channel wood apparently dominantly emphasizes threats caused by its presence in watercourses, so that the students' highly negative attitude toward wood needs to be significantly moderated when the graduates begin working as water authority managers.     

对普通环境教育部份问题的探讨

本文针对目前中小学环境教育大起大落的现状，就普通环境教育的内涵，完成环境教学的关键环节作了概述，并提出了学校环境教育评价的现实可行性和评价的方法，希望这一面向全球而又迫在眉睫的教育落到实处。     

论我国环境教育体系构建的思路、原则与对策

随着可持续发展日益成为人类社会发展的大势所趋，实施以环境保护与可持续发展为主要内容的全民终身环境教育已日趋必要与紧迫。本文运用环境保护理论及教育学的基本原理，从世界与我国环境教育的形成与历史演变着手，论述了我国环境教育体系构建的目标、思路、原则及其主要内容，最后提出了建议与对策。     

Rural environmental attitudes

Two frequent beliefs about rural environmental attitudes are examined conceptually and empirically: (1) the common conception that rural environmental concerns are expressed predominantly by wealthy community newcomers; and (2) the related position that long-time rural residents are hostile to the environmental cause. We argue conceptually, through the use of a 2×2 community matrix, that environmental attitudes are equally likely to be expressed by what we term “upper middle income newcomers,” “lower middle income newcomers,” “upper middle income locals,” and “lower middle income locals.” Empirically, we find that although wealthy newcomers express the strongest environmental attitudes in the community, their concerns represent only a small percentage of rural environmental attitudes consisting of respondents who make less than $40,000 a year in household income are over 40 years of age, possess less than a college education, and work in a nonprofessional occupation. This new category expresses environmental concerns at least equal to the rest of the community on three of four measures of environmental attitudes. The findings provide insight into the widespread and cross-sectional nature of rural environmental concern. The implication is that environmental groups will find significant sources of political support in rural communities, provided they craft their environmental message in a language consistent with rural attitudes and values. Things are gettin' bad fast. Easterners and environmentalists comin' down here from the big cities are tryin' to turn our way of life completely upside down. A western US rancher quoted in Krakauer (1991)     

Knowledge,agency and collective action as barriers to energy-saving behaviour

Energy saving is becoming a rising priority as a response to climate change and fossil fuel depletion in recent years. However, despite energy-related behaviour change being an important part of many environmental education initiatives, “energy literacy” among citizens remains patchy in both the USA and the UK, with evidence of strong positive attitudes but less consistent knowledge. Whilst it is clear that increasing knowledge does not automatically produce behaviour changes, potential questions must be asked about the logic of focusing solely on behaviour without simultaneously exploring and enhancing understanding of energy issues. This research, undertaken at a higher education institution with a strong focus on sustainability, illustrates the potential risks of targeting behaviour change and individual action at the expense of increasing knowledge, or encouraging collaborative and democratic endeavours. Results from an online survey indicate widespread misconceptions about energy which may reduce the effectiveness of energy-saving behaviours, alongside variable levels of motivation and engagement with energy issues. Respondents report a strong belief in the efficacy of personal changes, yet uncertainty about their capacity to influence business and government alongside a persistent faith in science to provide solutions to energy issues. The paper concludes by reflecting on the challenges arising from these findings for understanding agency and effectiveness in energy relationships.     

Gender,age and subject matter: impact on teachers’ ecological values

By means of environmental education, teachers are supposed to intervene in pupils’ awareness and concern of environmental issues. Teachers’ environmental attitudes, however, have rarely been studied. We analysed 367 German pre- and in-service teachers’ environmental attitudes for their structure and socio-economic correlates within the frame of a European project. Thus, we retrieved for adults the two-dimensional model of ecological values (2-MEV) presented for adolescents by Bogner and Wiseman (Sci Educ Int 15(1):27–48, 2004). For the two domains, Preservation and Utilisation, the psychometric structure was confirmed and discriminative correlations with age, gender and teaching subject were unveiled. Further research is needed to deduce the implications for teaching practice.     

面向21世纪的中国高等学校环境教育

即将到来的21世纪,是人类实施可持续发展战略和知识经济得到迅速发展的时期,面向21世纪的高等学校,学生除了要求学习基本理论、基本技能和有关专门知识外,无论是环境类专业的学生,还是非环境类专业的学生,都必须接受环境与可持续发展理论的教育,以建立可持续发展的观点和提高环境意识。文章还论述了当前高等学校环境教育存在的主要问题和改革的建议和对策。     

Perceiving the Environment from the Lay Perspective in Desertified Areas,Northern China

Investigating local people’s environmental perceptions can produce useful information that could be incorporated into decision making processes that help resolve environmental problems. Although China is undergoing severe desertification, the perceptions of the local people toward their degraded environment and the related issues have so far not been actively solicited. This article, which is a supplement to Lee and Zhang’s (2004, 2005) studies, seeks to further investigate the lay public’s general environmental attitudes, perceptions of desertification, interpretations of land-degrading activities, and particularly their interrelations in severely desertified areas. Minqin County in Gansu Province, northern China, was chosen to be the study area. Data was collected via a questionnaire survey (n = 1138) administered in December 2002. Major findings were: (1) Most respondents had only weak altruistic environmental attitudes, with educational level to be a significant determinant. (2) Respondents’ perceptions of desertification and interpretations of land-degrading activities were contingent on personal attributes, general environmental attitudes, and other conceptions related to desertification. It is recommended that the interrelations between the various aspects of the public’s environmental perceptions should be thoroughly examined to facilitate their participation in environmental management.     

中小学开展环境教育的方法和途径

在中小学开展环境教育是从根本上解决环境危机、实施可持续发展战略、开展素质教育的需要。本文针对目前中小学环境教育中存在的问题,提出了开展环境教育的方法与途径。     

论案例教学在环境法教学中的运用

环境法教学中案例教学具有十分重要的作用,可以帮助学生提高理论学习的效率和实务操作的能力。案例教学不仅仅是由教师单纯的讲授案例,还可以让学生去进行案例讨论。在案例教学中,教师需要选择合理的方式,持有宽容的态度,并做好充分的准备工作。     

Environmental education research news

Summary The literature of education is replete with studies concerning attitudes and values as they exist, and the results of efforts to cause changes in attitudes in desired directions. It is clear that student attitudes toward learning are positively related to learning itself, and that student attitudes toward environmental concerns can be influenced by changes in cognitive knowledge levels. But much of the research has produced inconsistent results; much remains to be learned about precise relationships between and among attitudes/values, cognitive knowledge, and environmental activity.Compiled by John F. Disinger, Professor, School of Natural Resources, The Ohio State University, Columbus, Ohio 43210-1085, USA; also Associate Director, Educational Resources Information Center (ERIC) Clearinghouse for Science, Mathematics, and Environmental Education (SMEAC).     

Ecotourism,sustainable development,and conservation education: Development of a tour guide training program in Tortuguero,Costa Rica

A tour guide training program was developed for rural communities near Costa Rica's Tortuguero National Park to respond to the impacts of the 24-fold increase in park visitation in the past decade, to involve local communities in resource management, and to provide regional environmental education. The development of the training course involved a survey of scientists and park managers to ascertain resource management needs, priorities for information to be disseminated, and impacts of tourism on the resource base. Current and potential tour guides were surveyed to identify their information needs, solicit their input in the training program, and to determine their knowledge and skills. Written questionnaires were developed and given to 400 tourists to determine their activities and environmental information needs, and hotel owners were censused to examine the economic feasibility of a local guide program. A pilot training course and guide program involving 12 Tortuguero residents demonstrated that a tour guide program: (1) helped mitigate negative tourism impacts on Tortuguero National Park's natural resources, particularly by regulating tourists on the park's 35-km beach used for nesting by endangered sea turtles; (2) provided environmental education to an important segment of the local community not traditionally reached through school or government development projects; (3) provided environmental information to tourists, thus enhancing their visit; and (4) provided local economic benefits through lucrative part-time employment, thereby allowing local people to participate more fully in the tourism system. An extended training course is being planned to provide further environmental education programming and to increase year-round employment opportunities for the tour guides.     

环境高校图书馆人员的在职教育

由于环境科学迅速发展,环境图书激增,环境高等教育也在快速发展,而环境高校大部分图书馆人员没有经过环境专业教育,因此环境高校图书馆人员在职教育很有必要;其主要方式有学历教育、函授教育、岗位培训、专项教育与自学;其重点内容是环境科学,还包括其他相关学科、现代技术、语言工具等.     

ADULT EDUCATION AND WATERSHED KNOWLEDGE IN UPSTATE NEW YORK1

ABSTRACT: Integrated watershed management encompasses complex physical and social issues that have impacts on environmental resources. A key aspect of this holistic effort is public education. Most researchers and practitioners agree that an informed public is a crucial part of the environmental management process. Yet, educational programs that provide stakeholders with information about physical processes in watersheds are often unavailable. This paper assesses the effect of an education program for residents of the New York City watershed. Surveys evaluated certain knowledge levels and attitudes of participants and compared three groups: individuals who utilized the educational materials completely (full users), those who received the materials but did not use them completely (partial users), and watershed residents who did not receive the educational program (nonrecipients). Full users displayed a higher level of knowledge concerning specific watershed processes than did partial users and nonrecipients. In terms of applying that knowledge across linked concepts, however, we observed no significant differences between the three readership levels. Furthermore, partial users engaged in less evaluation of issues that related to the broader watershed context. The findings from this project have implications for educational and regulatory institutions and program development relating to watershed protection.     

Organization of School Centres and Environmental Education: In Search of Action Models for the Greening of School Organization

The introduction of environmental education (EE) in school centres is a process which has mainly followed two paths. One centred on teaching actions, on the curriculum organization and administration in order to enable educational practice orientated towards attaining the aims of EE. The other, which is here denominated 'organizational strategy' focuses, basically, on the organization and administration of the centre from an environmental perspective. The characteristics and main results of this 'environmental education and school organization' research project are described, dedicating special attention to the assessments of some of the participants. A series of elements for discussion and debate which could be useful in the development of future projects and actions within the framework of school organization greening is presented.     

浅谈中小学环境教育

环境问题是当代以至今后人类面临的一个比突出的问题,环境的恶化一再提醒人类必须善待环境。人类对环境的认识和了解程度,全民的环境意识被认为是解决环境的基础前提,开展环境教育,尤其是中小学环境教育势在必行。本文论述了环境教育在中小学教育中的重要性以及一些环境教育内容和方式等。     

Improving Pro-environmental Behaviours in Spain. The Role of Attitudes and Socio-demographic and Political Factors

Over the last 30 years, Spain has witnessed great economic growth. Nevertheless, in spite of an increasing degree of environmental concern, environmentally friendly attitudes and behaviours are still clearly below the European average. In this context, this paper analyses the impact of personal control and attitudes, and of certain socio-demographic, economic and political variables in the development of two environmentally friendly behaviours in Spain: consumption and purchase. The data were provided by a survey carried out in 2007 by the Centro de Investigaciones Sociológicas (Centre for Sociological Research) in Spain. The results show the importance of personal control, level of environmental information, political ideology, age and educational level variables to explaining the development of pro-environmental-related consumption behaviours. Personal attitudes, work situation, female gender and level of environmental information influence pro-environmental purchase behaviour in a positive way. Taking into account that personal attitudes are more determining of pro-environmental purchase than consumption behaviour, policy measures such as informal education, tax measures, social and individual norms and interpersonal and institutional trust are discussed to increase the development of pro-environmental behaviours in Spain.     

论青少年环境教育

本文从环境教育是环境保护的根本性战略措施和环境教育应从青少年抓起的总体思路出发,根据教育规律和青少年特点,全面论述了青少年环境教育的目的、形式、原则、方法和评估,系统地提出了开展青少年环境教育的总体休构想。