From Green-Campus Campaign Intervention to Environmental Education in a Teaching College
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Opublikowane:
gru 28, 2020
Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Użycie niekomercyjne – Bez utworów zależnych 4.0 Międzynarodowe.
Słowa kluczowe:
Zielony Kampus, edukacja ekologiczna, zachowania proekologiczne, kolegium dla nauczycieli, pedagogika
Main Article Content
Abstrakt
Od interwencji w ramach kampanii „zielony kampus” do edukacji ekologicznej prowadzonej w kolegium nauczycielskim
Na całym świecie agenda ekologiczna jest pilną kwestią, ale świadomość i działania poszczególnych osób zarządzających nadchodzącym kryzysem są bardzo zróżnicowane. Edukacja może odgrywać kluczową rolę w takich procesach, ale jak należy promować zachowania proekologiczne (EB)? Przedstawione badania zweryfikowały skuteczność interwencji w ramach kampanii, która była częścią procesu certyfikacji zielonego kampusu w izraelskim kolegium dla nauczycieli. Kampania obejmowała formalne i nieformalne interwencje z zakresu edukacji ekologicznej (EE). W badaniach przed i po (pre-post) oceniono świadomość studentów na temat kampanii, zmiany w ich wiedzy na temat kwestii związanych z ochroną środowiska, ich zachowania proekologiczne oraz postawy wobec edukacji ekologicznej. Okazało się, że studenci byli świadomi interwencji prowadzonych na terenie kampusu, a zwłaszcza dobrze widocznych działań. Ponadto stwierdzono poprawę w zakresie podstawowej wiedzy studentów i ich zachowań proekologicznych, a także wzrost znaczenia przypisywanego EE. Wyniki te uzasadniają kontynuację takich interwencji edukacyjnych w kampusach z zastosowaniem różnych podejść pedagogicznych w stosunku do przyszłych nauczycieli, którzy będą kształcić następne pokolenia.
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Bibliografia
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Jensen, B.B., & Schnack, K. (1997). The action competence approach in environmental education. Environmental Education Research, 3(2), 163–178.
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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.