Effects of a 1-day environmental education intervention on environmental attitudes and connectedness with nature

Sellmann, Daniela; Bogner, Franz X.

doi:10.1007/s10212-012-0155-0

Cited by 91 publications

(47 citation statements)

References 28 publications

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“…The ages of participants in the studies ranged from 6 years of age (Bruni et al, 2017) to 19 (Sellmann and Bogner, 2013). All of the studies included pre-and post-intervention measurements, while five also included a control group.…”

Section: Resultsmentioning

confidence: 99%

“…In studies that compared similar interventions with differing lengths, the longer interventions seemed to have a greater impact on nature connection (e.g., Sellmann and Bogner, 2013;Braun and Dierkes, 2017). As this trend is observed only within studies, it is impossible to determine whether it is the type, density, or length of the activity that has the effect.…”

Section: Length Type Of Intervention and Environmentmentioning

confidence: 99%

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Increasing Nature Connection in Children: A Mini Review of Interventions

Barrable

Booth

2020

Front. Psychol.

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Half of the world's population live in the urban environment. Lifestyle changes in the 20th century have led to spending more time indoors and less in nature. Due to safety concerns, longer hours in formal education, as well as lack of suitable outdoor environments, children in particular have been found to spend very little time outdoors. We have an opportunity, both timely and unique to have our children (re)connect with nature. Nature connection is a subjective state and trait that encompasses affective, cognitive, and experiential aspects in addition to being positively associated with wellbeing, and strong predictor of pro-environmental attitudes and behaviors. This minireview brings together recent studies that report on interventions to increase nature connection in children. Fourteen studies were identified through electronic searches of Web of Science, Scopus, PsychInfo, ERIC, and Google Scholar. The review aims to offer an overview of the interventions identified, provide a snapshot of the current state of the literature, briefly present themes and trends in the studies identified in relation to nature connection in young people, and propose potential guidelines for future work.

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Section: Resultsmentioning

confidence: 99%

Section: Length Type Of Intervention and Environmentmentioning

confidence: 99%

Increasing Nature Connection in Children: A Mini Review of Interventions

Barrable

Booth

2020

Front. Psychol.

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“…Furthermore, outreach programs can be tailored towards morningness students with concrete learning opportunities such as bird watching in the morning hours, or towards eveningness students with activities supporting an appreciative attitude towards nature in the evening hours. Consequences of these assumptions might interfere with effects of environmental education interventions on environmental values, as some previous studies reported a lack or a partial lack of effects (e.g., Sellmann and Bogner [67], Liefländer and Bogner [68], Dieser and Bogner [69]). Finally, it is important to note that students' responses on questionnaires on their environmental preferences may be influenced by social desirability [70].…”

Section: Discussionmentioning

confidence: 99%

How Young “Early Birds” Prefer Preservation, Appreciation and Utilization of Nature

2018

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Since the 1990s, the Two Major Environmental Value model (2-MEV) has been applied to measure adolescent environmental attitudes by covering two higher order factors: (i) Preservation of Nature (PRE) which measures protection preferences and (ii) Utilization of Nature (UTL) which quantifies preferences towards exploitation of nature. In addition to the 2-MEV scale, we monitored the Appreciation of Nature (APR) which, in contrast to the UTL, monitors the enjoyable utilization of nature. Finally, we employed the Morningness-Eveningness Scale for Children (MESC) which monitors the diurnal preferences and associates with personality and behavioral traits. In this study, we analyzed data from 429 Irish students (14.65 years; ±1.89 SD) with the aim of reconfirming the factor structure of the 2-MEV+APR and monitoring the relationship between the MESC and the environmental values (PRE, UTL, APR). Our findings identified a significant association between PRE and APR with MESC. In addition, we observed a gender difference. Our results suggest that morningness preference students are more likely to be protective of and appreciative towards nature. Recommendations for outreach programs as well as conclusions for environmental education initiatives in general are discussed.

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“…To naznačuje i naše zjištění, že hodnocení geologie se lišilo mezi žáky z jedné školy, kteří měli různé vyučující. Zároveň by řešením mohlo být častější zařazování atraktivnějších organizač-ních forem výuky, například exkurzí, které mají potenciál zlepšit postoj žáků k danému oboru (Prokop, Tuncer & Kvasnicak, 2007;Sellmann & Bogner, 2012) a současně jejich znalosti z geologie (Folkomer, 1981). Kladný efekt geologické exkurze na znalosti žáků byl ukázán i v českém prostředí na příkladu exkurze do geologické expozice Botanické zahrady Přírodovědecké fakulty Univerzity Karlovy (Poláček, 2015).…”

Section: Diskuseunclassified