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


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.

    • "30 respectively ) . For environmental educators , strategies to develop internal locus of control in participants include increasing knowledge of and actual use of action strategies ( Boerschig and De Young 1993 ; Hungerford and Volk 1990 ) , encouraging learners to evaluate the opinions of others and make their own decisions about problems ( Newhouse 1990 ) , and problem - based learning combined with professional feedback ( Mert et al . 2012 ) . "
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    ABSTRACT: The Student Climate and Conservation Congress (SC3) is a joint educational effort between the United States Fish and Wildlife Service and the Green Schools Alliance that aims to develop the next generation of conservation leaders through fostering action competence in youth. Data from SC3 participants was used to investigate four predictors of adult environmental behavior (environmental attitudes, locus of control, sense of personal responsibility, intention) to explore their predictability of environmental action and intention toward future involvement in environmental action in student environmental leaders. Of the four variables explored, pre-program levels of environmental attitudes was a significant predictor of environmental action. Additionally, changes in levels of environmental attitudes significantly predicted environmental action, with an increase in environmental attitudes being associated with a decrease in environmental action. Pre-program levels of environmental attitudes and sense of personal responsibility, and an interaction between the two, potentially were predictors of intention toward future involvement in environmental action. Changes in pre- and post-program levels of environmental attitudes, locus of control, and sense of personal responsibility did not significantly predict intention toward future involvement in environmental action, nor did environmental action. Implications for programming and research, in light of the study’s limitations, are discussed.
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    • "Responsabilidad personal se defi ne como la obligación personal o el sentido de obligación que se tiene para implementar acciones (Boerschig y De Young, 1993). Hungerford y Volk (1990) piensan que la responsabilidad personal es una función de inversión personal. "
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    ABSTRACT: The present work refers to a paper recycling program at the Instituto Pedagógico de Caracas framed within a plan of Integrated management of solid waste matter The program started at the beginning of 2000, with the participation of the whole community, and most specially those students taking the curse of solid waste management. The program starts at the local level and impacts on the territory, representing local model of waste management. Quantitative data show a positive change towards the recycling program by an increasement of participation and the quantity of paper recuperated. In the future, we are planning to continue with plastic, glass, and can recycling.
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    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
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