Evaluating Meaningful Watershed Educational Experiences: An exploration into the effects on participating students’ environmental stewardship characteristics and the relationships between these predictors of environmentally responsible behavior

Zint, Michaela; Kraemer, Anita; Kolenic, Giselle

doi:10.1016/j.stueduc.2013.07.002

Cited by 14 publications

(6 citation statements)

References 17 publications

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“…Recently Zint, Kraemer, and Kolenic (2014) have shown that adolescents' environmental stewardship increases if they experience active or participatory environmental actions. Van der Linden (2015) describes how direct experiences with climate change can facilitate the adoption of climate change mitigation behaviors in adults.…”

Section: Participation and Agency Experiences At Schoolmentioning

confidence: 99%

Participatory school experiences as facilitators for adolescents' ecological behavior

Uitto

Pauw

Saloranta

2015

Journal of Environmental Psychology

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a b s t r a c tThis study investigates how sustainability-related in-school experiences, through psycho-social variables, influence adolescents' out-of-school general ecological intentions and behaviors. Data from a nationally representative sample of 2361 Finnish adolescents was used to test a hypothetical model. Effects of school experiences were studied using structural equation modeling. Excellent model fit showed that in-school agency and prosocial experience enhance adolescents' pro-environmental values, personal norms and self-efficacy for general ecological behavior. Ecological and pro-environmental intentions and behaviors outside of school were strengthened by the psycho-social constructs, especially by pro-environmental value and self-efficacy. In-school agency and prosocial experiences had stronger effects on psycho-social constructs, while the effect of ecological experiences was low. The model suggests that school's sustainability education should not provide only ecological experiences, but more importantly connect pro-social and agency experiences through an approach that emphasizes proenvironmental values and self-efficacy for general ecological behavior.

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Section: Participation and Agency Experiences At Schoolmentioning

confidence: 99%

Participatory school experiences as facilitators for adolescents' ecological behavior

Uitto

Pauw

Saloranta

2015

Journal of Environmental Psychology

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“…The United States' EPA (2018) defines environmental education (EE) as "a process that allows individuals to explore environmental issues, engage in problem solving, and take action to improve the environment" (para 1). EE is characterized by being inquiry-based, hands-on, experiential, and often, outdoors (Hanna, 1995;Crawford, 2000;Haney et al, 2007;Peterson, 2011;Ruiz-Gallardo et al, 2013;Zint et al, 2014)-which are all strategies that have been found to boost attitudes and learning among students with ECBD. In particular, the inquiry-based aspects of EE programming has been shown to improve learning outcomes for students with ECBD (Aydeniz et al, 2012;Kaldenberg et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Impacts of Outdoor Environmental Education on Teacher Reports of Attention, Behavior, and Learning Outcomes for Students With Emotional, Cognitive, and Behavioral Disabilities

2018

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There are over 4 million students with reported emotional, cognitive, and behavioral disabilities (ECBD) in the United States. Teachers most frequently situate instruction inside, however, outdoor environmental education (EE) can improve academic and affective outcomes for many students, including students with ECBD. In North Carolina, U.S.A., an EE program utilizes outdoor science instruction for fifth-grade students. The program takes place over four to 10 full-school days across the year, and instruction occurs in both schoolyards and natural areas. The program aligns outdoor EE with state and national science education standards. Using a quasi-experimental design, the present study examined the impacts of the program on indicators of ECBD (e.g., student behavior, attention span), science efficacy, nature of science, and academic achievement for students with ECBD. We measured these factors using online surveys from both students identified with ECBD and their classroom teachers, as well as students with ECBD from matched control schools and their respective teachers. Students in both treatment (n = 99) and control (n = 62) classrooms took the survey two times over the school year. Quantitative data revealed teachers perceived students had significantly improved attention spans and decreased disruptive behaviors when learning outdoors. Students in the treatment group maintained measures of nature of science, science efficacy and science grades, keeping in line with their peers in the control group. We supplemented survey data with teacher interview data about their impressions of the outdoor program and the experiences of their students identified with ECBD. Teacher interview responses supported quantitative findings. These findings indicate that outdoor EE has the potential to be at least as effective a method for science instruction as classroom teaching, and in the case of addressing indicators of ECBD, outdoor EE may be a successful strategy for student learning.

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“…Other informal education tools discussed in the following sections include events [49] and field trips to interpretive institutions or natural settings [50,51]. The integration of both formal and informal environmental education in primary schools has been shown to be an effective strategy for instilling a sense of purpose around environmental conservation in students worldwide [49,[52][53][54][55][56].…”

Section: In-person Communication Strategies 21 Environmental Educationmentioning

confidence: 99%

Communicating for Aquatic Conservation in Cambodia and Beyond: Lessons Learned from In-Person and Media-Based Environmental Education and Outreach Strategies

Loury

Eschenroeder

Seat

et al. 2021

Water

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Communication and outreach efforts are essential for raising awareness about conservation issues among the general public. This paper reviews three in-person approaches (environmental education, outreach events, and field trips), as well as four types of media (print products, news media, visual media, and social media) for communicating about environmental topics, with a focus on highlighting conservation issues in Cambodia. Strengths and weaknesses are considered for each communication tool, along with lessons from a case study example of the Wonders of the Mekong, an interdisciplinary project based in Cambodia that aims to study, protect, and raise awareness about the Mekong River system. We also describe a cross-cutting initiative to share inspiring stories of local conservation practitioners that incorporates both in-person and media-based approaches. In terms of required resources and effort, there is an inherent tradeoff between the depth of in-person engagement and overall reach. While media-based approaches are valuable for reaching large numbers of people with a moderate amount of effort, in-person approaches may create a deeper connection and longer-term impact on an individual level. Ultimately, a diverse communication strategy that utilizes multiple tools to reach different audiences will be most effective. The interdisciplinary Wonders of the Mekong project has successfully communicated the values of the Mekong ecosystem to a broad audience in Cambodia using a variety of strategies, and further evaluation could help illuminate whether and how these communication approaches are shifting attitudes or promoting conservation behaviors.

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Evaluating Meaningful Watershed Educational Experiences: An exploration into the effects on participating students’ environmental stewardship characteristics and the relationships between these predictors of environmentally responsible behavior

Cited by 14 publications

References 17 publications

Participatory school experiences as facilitators for adolescents' ecological behavior

Participatory school experiences as facilitators for adolescents' ecological behavior

Impacts of Outdoor Environmental Education on Teacher Reports of Attention, Behavior, and Learning Outcomes for Students With Emotional, Cognitive, and Behavioral Disabilities

Communicating for Aquatic Conservation in Cambodia and Beyond: Lessons Learned from In-Person and Media-Based Environmental Education and Outreach Strategies

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