Framing the Teaching Green Building: environmental education through multiple channels in the school environment

Cole, Laura B.; Altenburger,

doi:10.1080/13504622.2017.1398817

Cited by 32 publications

(27 citation statements)

References 22 publications

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“…Cranz et al (2013) for example, examined a case study on LEED® Platinum office building and found that while the public detected a few salient sustainable features, visitors and users were generally unaware of the sustainable features of this high-performing building. The first author’s work with youth in Green School buildings yielded similar results; students in Green Schools appear to have greater GBK than peers in Non-Green Schools, but lack a detailed or nuanced understanding of their green buildings (Cole & Altenburger, 2019). The literature to date indicates that passive educational strategies in green buildings can engender awareness, but not a deeper knowledge of green building practices or the social and ecological contexts in which they engage as they move from building to building.…”

Section: Literature Reviewmentioning

confidence: 86%

“…Some of the earliest work at this intersection can be found in the study of environmental education in and through the schoolyard (Malone & Tranter, 2003; Ozguner, Cukur, & Akten, 2011; Rigolon, 2012; Tranter & Malone, 2004). The most recent scholarship on TGBs focuses on formal educational environments, including a school in Bali (Kong et al, 2014), a comparative study of Green and Non-Green Schools in Australia (Izadpanahi, Elkadi, & Tucker, 2017; Tucker & Izadpanahi, 2017), a post-occupancy evaluation of a Canadian campus building (Coleman, 2016), and work in green middle schools by the first author (Cole, 2013, 2015; Cole & Altenburger, 2019). Additional emphasis has been placed on university campuses as “living laboratories” for environmental education (König, 2013; Orr, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

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Can a Green School Building Teach? A Pre- and Post-Occupancy Evaluation of a Teaching Green School Building

Cole

Hamilton

2019

Environment and Behavior

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Amid increasing interests in social metrics within green buildings, this work focuses on buildings designed to enhance environmental education, here called “Teaching Green Buildings” (TGBs). This study examines one school building at three points in time before and after the move into a new construction TGB. Middle school students here and at a local, comparison Non-Green School ( N = 264) took a survey measuring outcomes of green building knowledge (GBK) and environmentally responsible behaviors (ERBs). Regression results showed that GBK is significantly higher for students in the Green School compared with the Non-Green School, but is not increasing over time for students at the Green School. No differences were detected in ERBs across schools or time, and it was found that school practices, more than the green building itself, were pivotal in student choices to conduct ERBs at school.

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Section: Literature Reviewmentioning

confidence: 86%

Section: Literature Reviewmentioning

confidence: 99%

Can a Green School Building Teach? A Pre- and Post-Occupancy Evaluation of a Teaching Green School Building

Cole

Hamilton

2019

Environment and Behavior

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“…If future studies confirm these results, ISC could be a promising resource in this perspective. Also, educators could plausibly exploit our work in terms of current educational interventions [55]. They could benefit from activities in which preventive resources, like ISC, can be developed to support sustainable development processes.…”

Section: Discussionmentioning

confidence: 99%

Intrapreneurial Self-Capital and Connectedness to Nature within Organizations

Duradoni

Fabio

2019

Sustainability

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Research exists regarding personality traits in relation to connectedness with nature. However, it is not possible to increase personality through training. As an alternative, intrapreneurial self-capital (ISC) could be a promising core of resources for enhancing the sustainable development of behaviors and practices. Using a sample of 198 workers, this study exploratively analyzed the relationship between the extraversion personality trait, ISC, and connectedness to nature. A mediation model was employed to assess the effects of extraversion on connectedness to nature (outcome variable) through ISC (conceived as an intervening mediator variable). The mediation analysis highlighted that ISC potentially promotes workers’ connectedness to nature within organizations. Thus, implementing dedicated interventions to increase ISC could encourage sustainable development by enhancing workers’ levels of connectedness to nature.

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“…In addition to the advantages of occupying a green building, researchers in the field of environmental education are increasingly interested in the role of the built environment as a tool for teaching about ecological systems, contemporary environmental challenges, and technological and behavioral solutions. Thus far, this body of research has explored the built environment as an environmental educator within the context of formal educational environments such as libraries, museums, and school buildings (Aulisio, 2013; Barnes, 2012; Cole, 2014; Cole & Altenburger, 2019; Han & Hyun, 2017; Higgs & McMillan, 2006; Izadpanahi et al, 2017; Kostic et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Green Building, Green Behavior? An Analysis of Building Characteristics that Support Environmentally Responsible Behaviors

Hamilton

2020

Environment and Behavior

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This study examines the environmentally responsible behaviors (ERBs) of undergraduates ( n = 575). ERBs were measured in an online survey and the influence of situational context on behavior was explored at two scales: 1) green versus non-green building and 2) building characteristics. The Positive Sustainable Built Environments model was used to analyze three building characteristics: Prime, Permit, and Invite. Prime refers to characteristics that prepare occupants to adopt ERBs via communicating a sustainable ethos or restoring attentional capacity (e.g., use of natural materials and views to nature). Permit refers to features that allow occupants to conserve resources (e.g., operable light switches). Invite pertains to features that explicitly encourage ERBs (e.g., signage prompting occupants to turn off lights). Regression results demonstrated that living in a green building had no significant impact on ERBs. However, the Prime and Invite building characteristics significantly predicted improved Energy, Water, and Materials conservation. Results yield implications for designers seeking to create sustainable buildings that promote ERBs.

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Framing the Teaching Green Building: environmental education through multiple channels in the school environment

Cited by 32 publications

References 22 publications

Can a Green School Building Teach? A Pre- and Post-Occupancy Evaluation of a Teaching Green School Building

Can a Green School Building Teach? A Pre- and Post-Occupancy Evaluation of a Teaching Green School Building

Intrapreneurial Self-Capital and Connectedness to Nature within Organizations

Green Building, Green Behavior? An Analysis of Building Characteristics that Support Environmentally Responsible Behaviors

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