From Green-Campus Campaign Intervention to Environmental Education in a Teaching College
Article Sidebar
Published:
Dec 28, 2020
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Keywords:
Green Campus, Environmental Education, Environmental Behavior, Teaching College, Pedagogy
Main Article Content
Abstract
The ecological agenda is a burning issue worldwise but awareness and individual behaviors targeted at managing this approaching crisis vary dramatically. Education may play a pivotal role in such processes, but how do we promote pro-environmental behaviour (EB)? This study tested the effectiveness of a campaign intervention, which was conducted as part of a green campus certification process in a teaching college in Israel. The campaign included formal and informal environmental education (EE) interventions. A pre–post survey assessed students’ awareness of the campaign, changes in students’ knowledge of environmental issues, pro-EB and attitudes toward EE. The findings showed that students were aware of the interventions held on campus, especially of activities which had high visibility. Moreover, improvement in students’ basic knowledge and pro-EB were found, as well as improvement in the importance they ascribe to EE. These findings justify continued implementation of such educational interventions on campuses, involving a variety of pedagogical approaches for preservice teachers, who will educate the next generation.
Article Details
Issue
Section
Articles
References
Barth, M., Godemann, J., Rieckmann, M., & Stoltenberg, U. (2007). Developing key competencies for sustainable development in higher education. International Journal of Sustainability in Higher Education, 8(4), 416–430.
Baytak, A. (2011). Towards effective instructions in environmental education: A critical review of literature. European Journal of Physics Education, 2(1), 11–15.
Beckford, C. (2008). Re-orienting environmental education in teacher education programs in Ontario. Journal of Teaching and Learning, 5(1), 55–66.
Boeve-de Pauw, J., & Van Petegem, P. (2011). The effect of Flemish eco-schools on student environmental knowledge, attitudes, and affect. International Journal of Science Education, 33(11), 1513–1538.
Bögeholz, S. (2006). Nature experience and its importance for environmental knowledge, values and action: Recent German empirical contributions. Environmental Education Research, 12(1), 65–84.
Burgess, J., Harrison, C.M., & Filius, P. (1998). Environmental communication and the cultural politics of environmental citizenship. Environment and Planning A, 30(8), 1445–1460.
Calder, W., & Clugston, R.M. (2003). Progress toward sustainability in higher education. Environmental Law Reporter News and Analysis, 33(1), 10003–10022.
Carmi, N., Arnon, S., & Orion, N. (2015). Transforming environmental knowledge into behavior: The mediating role of environmental emotions. The Journal of Environmental Education, 46(3), 183–201.
Clugston, R.M., & Calder, W. (1999). Critical dimensions of sustainability in higher education. Sustainability and University Life, 5, 31–46.
Cole, L.B., & Hamilton, E.M. (2019). Can a Green School Building Teach? A Pre-and Post-Occupancy Evaluation of a Teaching Green School Building. Environment and Behavior. https://journals.sagepub.com/doi/10.1177/0013916518825283
Coolican, H. (2014). Research Methods and Statistics in Psychology (6th edition). London: Psychology Press.
Courtenay-Hall, P., & Rogers, L. (2002). Gaps in mind: Problems in environmental knowledge-behaviour modelling research. Environmental Education Research, 8(3), 283–297.
Coyle, K. (2005). Environmental literacy in America: What ten years of NEETF/Roper research and related studies say about environmental literacy in the U.S. Washington, DC: National Environmental Education and Training Foundation.
Eames, C., Law, B., Barker, M., Iles, H., McKenzie, J., & Williams, P. (2006). Investigating teachers’ pedagogical approaches in environmental education that promote students’ action competence. Wellington, New Zealand: Teaching & Learning Research Initiative.
Finger, M. (1994). From knowledge to action? Exploring the relationships between environmental experiences, learning, and behavior. The Journal of Social Issues, 50(3), 141–160.
Freidenfelds, D., Kalnins, S.N., & Gusca, J. (2018). What does environmentally sustainable higher education institution mean? Energy Procedia, 147, 42–47.
Gavrila, M. (2016). Education for Sustainability in University. Exploratory Survey on Desiderata of Italian Teachers and Students. Euromentor Journal, 7(3), 48–58.
Gifford, R., & Nilsson, A. (2014). Personal and social factors that influence pro-environmental concern and behaviour: A review. International Journal of Psychology, 49(3), 141–157.
Heinz Family Foundation. (1995). Blueprint for a green campus: The Campus Earth Summit initiatives for higher education. Washington, DC: The Foundation.
Hungerford, H.R., & Volk, T.L. (1990). Changing learner behavior through environmental education. The Journal of Environmental Education, 21(3), 8–21.
Jensen, B.B., & Schnack, K. (1997). The action competence approach in environmental education. Environmental Education Research, 3(2), 163–178.
Kang, L., & Xu, L. (2018). Creating Sustainable Universities: Organizational Pathways of Transformation. European Journal of Sustainable Development, 7(4), 339–348.
Kaiser, F.G., Wölfing, S., & Fuhrer, U. (1999). Environmental attitude and ecological behaviour. Journal of Environmental Psychology, 19(1), 1–19.
Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239–260.
Krnel, D., & Naglic, S. (2009). Environmental literacy comparison between eco-schools and ordinary schools in Slovenia. Science Education International, 20, 5–24.
Metin, M. (2010). A study on developing a general attitude scale about environmental issues for students in different grade levels. Asia-Pacific Forum on Science Learning and Teaching, 11(2), 1–19.
Lederman, N.G. (2007). Nature of Science: Past, Present, and Future. In: S.K. Abell, and N.G. Lederman, (Eds.), Handbook of Research on Science Education (p. 831–879). Mahwah, NJ: Lawrence Erlbaum Associates.
Pe’er, S., Goldman, D., & Yavetz, B. (2007). Environmental literacy in teacher training: Attitudes, knowledge, and environmental behavior of beginning students. The Journal of Environmental Education, 39(1), 45–59.
Pelinka, A. (2017). Attitude change: the competing views. New York: Routledge.
Patrick, L., Solecki, W., Gornitz, V.M., Orton, P., & Blumberg, A. (2019). New York City Panel on Climate Change 2019 Report Chapter 5: Mapping Climate Risk.
Sauvé, L. (2005). Currents in Environmental Education: Mapping a Complex and Evolving Pedagogical Field. Canadian Journal of Environmental Education, 10(1), 11–37.
Shephard, K. (2010). Higher education’s role in “education for sustainability.” Australian Universities’ Review, 52(1), 13–22.
Stern, P.C. (2000). New environmental theories: Toward a coherent theory of environmentally significant behavior. Journal of Social Issues, 56(3), 407–424.
Tilbury, D. (1992). Environmental education within pre-service teacher education: The priority of priorities. International Journal of Environmental Education and Information, 11(4), 267–80.
Tilbury, D., & Wortman, D. (2008). Education for sustainability in further and higher education. Planning for Higher Education, 36(4), 5–16.
Too, L., & Bajracharya, B. (2015). Sustainable campus: Engaging the community in sustainability. International Journal of Sustainability in Higher Education, 16(1), 57–71.
United Nations Conference on Environment and Development. (1992). Agenda 21, Rio Declaration: Promoting education, public awareness and training. New York, NY: United Nations.
Wu, D.W.L., DiGiacomo, A., Lenkic, P.J., Wong, V.K., & Kingstone, A. (2016). Being in a “green” building elicits “greener” recycling, but not necessarily “better” recycling. PloS one, 11(1). e0145737.doi:10.1371/journal.pone.0145737.
Zecha, S. (2010). Environmental knowledge, attitudes and actions of Bavarian (southern Germany) and Asturian (northern Spain) adolescents. International Research in Geographical and Environmental Education, 19(3), 227–240.
Baytak, A. (2011). Towards effective instructions in environmental education: A critical review of literature. European Journal of Physics Education, 2(1), 11–15.
Beckford, C. (2008). Re-orienting environmental education in teacher education programs in Ontario. Journal of Teaching and Learning, 5(1), 55–66.
Boeve-de Pauw, J., & Van Petegem, P. (2011). The effect of Flemish eco-schools on student environmental knowledge, attitudes, and affect. International Journal of Science Education, 33(11), 1513–1538.
Bögeholz, S. (2006). Nature experience and its importance for environmental knowledge, values and action: Recent German empirical contributions. Environmental Education Research, 12(1), 65–84.
Burgess, J., Harrison, C.M., & Filius, P. (1998). Environmental communication and the cultural politics of environmental citizenship. Environment and Planning A, 30(8), 1445–1460.
Calder, W., & Clugston, R.M. (2003). Progress toward sustainability in higher education. Environmental Law Reporter News and Analysis, 33(1), 10003–10022.
Carmi, N., Arnon, S., & Orion, N. (2015). Transforming environmental knowledge into behavior: The mediating role of environmental emotions. The Journal of Environmental Education, 46(3), 183–201.
Clugston, R.M., & Calder, W. (1999). Critical dimensions of sustainability in higher education. Sustainability and University Life, 5, 31–46.
Cole, L.B., & Hamilton, E.M. (2019). Can a Green School Building Teach? A Pre-and Post-Occupancy Evaluation of a Teaching Green School Building. Environment and Behavior. https://journals.sagepub.com/doi/10.1177/0013916518825283
Coolican, H. (2014). Research Methods and Statistics in Psychology (6th edition). London: Psychology Press.
Courtenay-Hall, P., & Rogers, L. (2002). Gaps in mind: Problems in environmental knowledge-behaviour modelling research. Environmental Education Research, 8(3), 283–297.
Coyle, K. (2005). Environmental literacy in America: What ten years of NEETF/Roper research and related studies say about environmental literacy in the U.S. Washington, DC: National Environmental Education and Training Foundation.
Eames, C., Law, B., Barker, M., Iles, H., McKenzie, J., & Williams, P. (2006). Investigating teachers’ pedagogical approaches in environmental education that promote students’ action competence. Wellington, New Zealand: Teaching & Learning Research Initiative.
Finger, M. (1994). From knowledge to action? Exploring the relationships between environmental experiences, learning, and behavior. The Journal of Social Issues, 50(3), 141–160.
Freidenfelds, D., Kalnins, S.N., & Gusca, J. (2018). What does environmentally sustainable higher education institution mean? Energy Procedia, 147, 42–47.
Gavrila, M. (2016). Education for Sustainability in University. Exploratory Survey on Desiderata of Italian Teachers and Students. Euromentor Journal, 7(3), 48–58.
Gifford, R., & Nilsson, A. (2014). Personal and social factors that influence pro-environmental concern and behaviour: A review. International Journal of Psychology, 49(3), 141–157.
Heinz Family Foundation. (1995). Blueprint for a green campus: The Campus Earth Summit initiatives for higher education. Washington, DC: The Foundation.
Hungerford, H.R., & Volk, T.L. (1990). Changing learner behavior through environmental education. The Journal of Environmental Education, 21(3), 8–21.
Jensen, B.B., & Schnack, K. (1997). The action competence approach in environmental education. Environmental Education Research, 3(2), 163–178.
Kang, L., & Xu, L. (2018). Creating Sustainable Universities: Organizational Pathways of Transformation. European Journal of Sustainable Development, 7(4), 339–348.
Kaiser, F.G., Wölfing, S., & Fuhrer, U. (1999). Environmental attitude and ecological behaviour. Journal of Environmental Psychology, 19(1), 1–19.
Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239–260.
Krnel, D., & Naglic, S. (2009). Environmental literacy comparison between eco-schools and ordinary schools in Slovenia. Science Education International, 20, 5–24.
Metin, M. (2010). A study on developing a general attitude scale about environmental issues for students in different grade levels. Asia-Pacific Forum on Science Learning and Teaching, 11(2), 1–19.
Lederman, N.G. (2007). Nature of Science: Past, Present, and Future. In: S.K. Abell, and N.G. Lederman, (Eds.), Handbook of Research on Science Education (p. 831–879). Mahwah, NJ: Lawrence Erlbaum Associates.
Pe’er, S., Goldman, D., & Yavetz, B. (2007). Environmental literacy in teacher training: Attitudes, knowledge, and environmental behavior of beginning students. The Journal of Environmental Education, 39(1), 45–59.
Pelinka, A. (2017). Attitude change: the competing views. New York: Routledge.
Patrick, L., Solecki, W., Gornitz, V.M., Orton, P., & Blumberg, A. (2019). New York City Panel on Climate Change 2019 Report Chapter 5: Mapping Climate Risk.
Sauvé, L. (2005). Currents in Environmental Education: Mapping a Complex and Evolving Pedagogical Field. Canadian Journal of Environmental Education, 10(1), 11–37.
Shephard, K. (2010). Higher education’s role in “education for sustainability.” Australian Universities’ Review, 52(1), 13–22.
Stern, P.C. (2000). New environmental theories: Toward a coherent theory of environmentally significant behavior. Journal of Social Issues, 56(3), 407–424.
Tilbury, D. (1992). Environmental education within pre-service teacher education: The priority of priorities. International Journal of Environmental Education and Information, 11(4), 267–80.
Tilbury, D., & Wortman, D. (2008). Education for sustainability in further and higher education. Planning for Higher Education, 36(4), 5–16.
Too, L., & Bajracharya, B. (2015). Sustainable campus: Engaging the community in sustainability. International Journal of Sustainability in Higher Education, 16(1), 57–71.
United Nations Conference on Environment and Development. (1992). Agenda 21, Rio Declaration: Promoting education, public awareness and training. New York, NY: United Nations.
Wu, D.W.L., DiGiacomo, A., Lenkic, P.J., Wong, V.K., & Kingstone, A. (2016). Being in a “green” building elicits “greener” recycling, but not necessarily “better” recycling. PloS one, 11(1). e0145737.doi:10.1371/journal.pone.0145737.
Zecha, S. (2010). Environmental knowledge, attitudes and actions of Bavarian (southern Germany) and Asturian (northern Spain) adolescents. International Research in Geographical and Environmental Education, 19(3), 227–240.