Article

Evaluation of selected recycling curricula: Educating the green citizen

The Journal of Environmental Education (Impact Factor: 0.65). 04/1993; 24(3):17-22. DOI: 10.1080/00958964.1993.9943498

ABSTRACT The authors reviewed past research in environmental education and identified eight variables as strong predictors of conservation behavior change: action skills, knowledge of action strategies, knowledge of the issue, attitudes, locus of control, personal responsibility, sensitivity, and social norms. Using these eight variables, they reviewed 14 solid waste curricula from various programs around the country. The resulting scores demonstrated that solid waste curricula focus mainly on knowledge and include, to a lesser extend, attitude change and action strategies. The authors suggest reasons for the omission of action skills, locus of control, personal responsibility, sensitivity, and social norms and make recommendations to improve the contribution education can make toward mitigating the solid waste crisis and promoting waste-reducing behaviors.

Full-text

Available from: Raymond K De Young, Dec 30, 2013
0 Followers
 · 
127 Views
  • [Show abstract] [Hide abstract]
    ABSTRACT: This was an exploratory study that investigated how environmental beliefs relate to self-reported environmental behaviors. A convenient student sample ( N = 110) was administered a 208-item instrument (Environmental Categorization Instrument - based on the Roper survey The Environment: Public Attitudes and Individual Behavior (Roper, 1990)). The sample was segmented into three groups by cluster analysis using self-reported environmental behavior. The groups were characterized with descriptive statistics and multivariate analysis. From the cluster groups, a smaller sample ( n = 10) was chosen to be interviewed. The survey results showed that most of the sample perceived themselves as environmental, and differed only in strength of attitudes. The interviews showed a marked disparity from the survey results. This was attributed to the individuals' environmental belief and value structures that were symbolic in nature and did not lead to more than token behavior.
    Environmental Education Research 11/2002; 8(4):373-394. DOI:10.1080/1350462022000026791 · 0.85 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Over the past few decades, it has become evident that the natural environment is an entity that humans need to better understand. Environmental education is defined here as the teaching and learning of, and about, nature and human interaction with nature. Traditionally, the environment has been researched and taught about in a piecemeal fashion - Studies and instruction in the sciences (hydrology, land cover, soil, atmosphere, etc.) were completely separate from social issues related to the environment. However, a new approach to conducting research has permeated environmental studies whereby a systems approach (or a more-holistic view) is utilized that combines ideas and approaches from the sciences and humanities. Some schools are beginning to implement this approach by organizing environmental curricula in a systems or holistic manner. This paper provides an application of C.P. Snow's ideas in thinking about how to develop curriculum and teaching strategies that transcend the piecemeal approach (and the corresponding cultures associated with each discipline) and provide a deeper understanding for students of not only the elements of the environment, but also the ways in which they interact and their relationship to social issues. An Application of The Two Cultures to Environmental Education C.P. Snow's Ideas from The Two Cultures
  • [Show abstract] [Hide abstract]
    ABSTRACT: This research paper assessed the recycling behavior of 1040 third and sixth grade students in primary education. Three predictive variables were tested: environmental knowledge, attitude and ability. The purpose of this study was to compare the recycling behavior characteristics observed in the two grades and to identify the specific influence of the three predictive variables on the recycling behavior of students. Sixth grade students performed better than third grade students in the variables knowledge and ability and a statistically significant difference was found (α = .001). This was not the case when testing attitude, where third grade students, particularly girls, showed more willingness to protect the environment. Knowledge and ability have a greater influence on recycling behavior than environmental attitude.
    01/2010; 1(1):91-103. DOI:10.1174/217119710790709586