Effects of Participation in Class Activities on Children's Environmental Attitudes and Knowledge

Leeming, Frank C.; Porter, Bryan E.; Dwyer, William O.; Cobern, Melissa K.; Oliver, Diana P.

doi:10.1080/00958964.1997.9942821

Cited by 109 publications

(91 citation statements)

References 11 publications

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“…Grønhøj [29] found no evidence that Danish adolescents directly influence their parents to purchase green products or decrease energy consumption. In contrast, research from the US [30,31], Europe [9,32], Australia [8] and Asia [10] have shown some effects of intergenerational learning and influence from children to their parents related to environmental issues. Twenty years ago, a cross-cultural study between Denmark, France, Portugal and the UK found that adolescents have a limited influence on their parents' pro-environmental behaviors [33].…”

Section: The Impact Of Culture On Ecological Resocializationmentioning

confidence: 99%

How National Culture and Parental Style Affect the Process of Adolescents’ Ecological Resocialization

Gentina

Singh

2015

Sustainability

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Abstract:The role of adolescents as influencers on their families' environmental behavior is potentially a catalyst for change towards increasing eco-friendly actions. In this paper, the authors report on a cross-cultural study of ecological resocialization in France and India. Using in-depth dyadic interviews, they investigated parental styles, cultural attributes and extent of adolescents' influence over parental eco-behavior. The study reveals that ecological resocialization across countries differs substantially, according to a combination of national cultural values, parental style and influence strategy. French teens exhibit a greater impact than Indian teens on their parents' eco-behavior and use bilateral influence strategies. In India, not all mothers engage in ecological resocialization, but those who do are susceptible to unilateral strategies. The role of environmental knowledge, and the context and effectiveness of each kind of strategy is discussed. The findings have implications for how public policy officials and agencies can encourage adolescents as key resocialization agents to influence their parents' pro-environmental consumption by using the most adapted influence strategy across cultures.

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Section: The Impact Of Culture On Ecological Resocializationmentioning

confidence: 99%

How National Culture and Parental Style Affect the Process of Adolescents’ Ecological Resocialization

Gentina

Singh

2015

Sustainability

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“…Some investigators compared groups that received a thoroughly developed treatment with a control group that did not receive any training in species identification or in EE (see, for example, discussion in Leeming, Porter, Dwyer, Cobern, and Oliver, 1997;Bogner, 1999). It is not surprising that most control groups performed significantly worse-a fact discussed by Leeming et al In the present study, we aimed for an educational setting that compared both indoor and outdoor education and that incorporated the control group within the two classes under survey.…”

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confidence: 99%

Cognitive and Emotional Evaluation of an Amphibian Conservation Program for Elementary School Students

Randler

Ilg

Kern

2005

The Journal of Environmental Education

124

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ABSTRACT:The authors describe a study aimed at enhancing knowledge about amphibian species. Two classes of 3rd and 4th graders aged 9-11 years participated in the study. In addition, approximately one half of the students participated in an environmental conservation action designated to preserve migrating amphibians. During this action, students encountered living amphibians. Students who participated in the conservation action performed significantly better on achievement tests, and 4th graders performed better than 3rd graders, even when controlling for prior knowledge as a covariate, which also showed a significant influence. Pupils expressed high interest and well-being and low anger, anxiety, and boredom. Boredom and anxiety correlated negatively with residualized achievement scores. Major implications are that learning about biodiversity should (a) focus on a small number of species, (b) start in primary schools, (c) take place outdoors, and (d) be linked with classroom teaching.

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“…Environmental education programs applied with children show that environmental education contributes to child's a behavior toward environment (Evans et al, 2007;Cevher-Kalburan, 2009;Legaut, 1999;Chapman and Sharma, 2001). Leeming and Porter (1997) state that environmental education program, which they conducted with primary school children, did not adequately increase children's information about nature, but their environmental attitudes were increased significantly. Vaughan and others (2003), on the other hand, state that children transfer their environmental protection principles that have been learned in school environment to their parents and as a result, children become influential on environmental knowledge levels of their parents.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Preschool Teacher Candidates’ Sensitivities And Attitudes Towards Environment

Başal¹,

Özen²

2015

IOJES

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Effects of Participation in Class Activities on Children's Environmental Attitudes and Knowledge

Cited by 109 publications

References 11 publications

How National Culture and Parental Style Affect the Process of Adolescents’ Ecological Resocialization

How National Culture and Parental Style Affect the Process of Adolescents’ Ecological Resocialization

Cognitive and Emotional Evaluation of an Amphibian Conservation Program for Elementary School Students

Preschool Teacher Candidates’ Sensitivities And Attitudes Towards Environment

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