Human-Environment System Knowledge: A Correlate of  Pro-Environmental Behavior

Díaz-Siefer, Pablo; Neaman, Alexander; Salgado, Eduardo Gomes; Celis‐Diez, Juan L.; Otto, Siegmar

doi:10.3390/su71115510

Cited by 76 publications

(68 citation statements)

References 33 publications

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“…Among multiple factors, pro-environmental behavior is related to environmental knowledge [12][13][14], connectedness to nature [15,16], and prosocial behavior [6,7,17]. It is important to note, however, that environmental education programs commonly focus on increasing students' environmental knowledge [18,19] and promoting their sense of connectedness to nature [20,21].…”

Section: Prosocial Behavior Is Not Discussed Enough In Environmental mentioning

confidence: 99%

Toward an Integrated Approach to Environmental and Prosocial Education

2018

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Environmental education programs neglect the aspect of prosocial behavior as a correlate of pro-environmental behavior. This article examines the possible benefits of increasing the emphasis on prosocial behavior as a way to reinforce environmental education. In our study, prosocial behavior was positively related to pro-environmental behavior (r = 0.34, p < 0.001), and even a combined scale consisting of prosocial and pro-environmental behavior items showed an acceptable reliability (separation reliability = 0.82, at the level of the separated scales), which implies that prosocial and pro-environmental behaviors are a similar class of behavior. We can assume that the two underlying propensities (prosocial behavior and pro-environmentalism) are probably only two facets of an overarching common propensity that supports both kinds of behavior. Therefore, promoting one facet will, through its relationship with the other facet, also foster the respective other facet. Even more so, it might be most effective to relate to both propensities equally.

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Section: Prosocial Behavior Is Not Discussed Enough In Environmental mentioning

confidence: 99%

Toward an Integrated Approach to Environmental and Prosocial Education

2018

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“…This implies that knowledge of ecosystem functioning forms the basis for behavior related to proximal knowledge types (action and effectiveness knowledge), which, in turn, has direct effects on pro‐environmental behavior. On the contrary, Díaz‐Siefer et al (2015) found that human–environment knowledge and environmental behavior are strongly associated.…”

Section: Discussionmentioning

confidence: 92%

Connectedness to Nature and Environmental Identity Scales Reveal Environmental Awareness in Greek Teachers

Gkargkavouzi

Paraskevopoulos

Matsiori

2018

Natural Sciences Education

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Core Ideas The present study measures Greek teachers' environmental identity, feeling of connectedness to nature, and environmental knowledge. Primary and secondary teachers are environmentally conscious, but they lack knowledge of fundamental concepts of environmental literacy. Effective environmental education in schools requires environmental literacy in teachers. Teachers are responsible to provide their students with knowledge, values, attitudes, and skills needed to preserve the environment in order to produce environmentally literate citizens. The latter is possible if teachers themselves have high levels of environmental knowledge, strong environmental awareness, and manifest environmental behavior. In response, this study aimed to assess Greek in‐service teachers' environmental knowledge, eco‐friendly behavior, and their connectedness to nature and environmental identity as aspects of their environmental consciousness. A self‐administered questionnaire was used to assess teachers' demographic profile, environmental knowledge, and self‐reported environmental behavior. Two well‐established measures of general environmental attitudes—connectedness to nature and environmental identity scales—were also used. The method lies on principal component analysis and evaluation of Cronbach's alpha to confirm the reliability and validity of the scales. The results showed that teachers' scores on both scales were high, revealing their positive attitudes in terms of the environment. Responders possess a moderate level of environmental knowledge and they possess pro‐environmental behavior. Results from this study can be useful to policy makers in order to design and promote the implementation of teachers' training programs in Greece and other countries of the European Union that focus on the enhancement of their environmental literacy.

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“…As práticas educativas devem apontar para propostas pedagógicas centradas na construção contextualizada e coletiva de conhecimento, por meio de oportunidades educacionais participativas e voltadas para mudanças de hábitos, atitudes e práticas sociais (DIAZ-SIEFER et al, 2015;BOEVE-PAUW et al, 2015 De maneira prática, são formas quase automáticas pelas quais aprendemos a realizar determinadas atividades, a partir da experiência. À medida que entendemos os hábitos cotidianos como fator importante para a compreensão da saúde da população e propulsor de mudanças ambientais (CAPON, 2014), existe a necessidade urgente de uma transição para modos de vida que respondam às necessidades de saúde das pessoas e do meio ambiente, e que estejam em sintonia com essas necessidades.…”

Section: Mudança De Hábitos Cotidianosunclassified

“…Sua prática está relacionada ao desenvolvimento econômico e ao uso de materiais que não agridam o meio ambiente, usufruindo dos recursos naturais de forma inteligente. Assim, o conceito de desenvolvimento sustentável tem sua estrutura organizada sobre quatro componentes ou dimensões: ambiental, econômica, sociopolítica e cultural (BARBOSA, 2008;DIAZ-SIEFER et al, 2015).…”

Section: Introductionunclassified

“…A sustentabilidade econômica é um conjunto de medidas e políticas que visam à incorporação de preocupações e conceitos ambientais e sociais. O lucro passa a ser medido também por meio de uma perspectiva social e ambiental, o que leva à otimização do uso de recursos e à gestão de tecnologias que economizem materiais e energia (JACOBI, 2005;BARBOSA, 2008;DIAZ-SIEFER et al, 2015).…”

Section: Introductionunclassified

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Envolvimento em ocupações sustentáveis: mudanças nos hábitos de vida a partir de espaços de práticas educativas

Dutra¹,

Roberto²,

Coêlho³

et al. 2018

Cad. Bras. Ter. Ocup.

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Resumo:Introdução: Hábitos cotidianos e envolvimento em ocupações podem trazer impactos para o meio ambiente, tanto em um contexto micro quanto em um macrossocial. Práticas educativas direcionadas a temas socioambientais têm um caráter formativo importante, com o objetivo de construir um novo modelo de hábitos sustentáveis. Objetivo: Este estudo analisou, a partir da percepção de participantes de projetos socioeducativos, se espaços de práticas sustentáveis mudam os hábitos cotidianos e o envolvimento em ocupações também sustentáveis.Método: Em uma abordagem qualitativa, foram realizadas entrevistas abertas com 10 integrantes de projetos de extensão universitária com foco em práticas sustentáveis. A análise de conteúdo evidenciou mudanças de hábitos cotidianos entre os participantes após se inserirem nos projetos. Resultados: Os relatos mostraram aprendizado e aquisição de novos conhecimentos, além de disseminação destes conhecimentos entre amigos e familiares. As pessoas entrevistadas apontaram barreiras para implementação de práticas sustentáveis, tais como pouco conhecimento sobre educação ambiental, ausência de espaços adequados para descarte do lixo, consumo exagerado e comodismo das pessoas e autoridades. Os participantes também confirmaram a importância da realização de projetos de extensão universitária para o próprio crescimento pessoal e profissional. Conclusão: Assim, os espaços de práticas sustentáveis tornaram-se um locus importante para aprendizado socioambiental e para mudanças cotidianas voltadas para hábitos mais saudáveis e sustentáveis. Terapia Ocupacional, Educação Ambiental, Educação Continuada, Desenvolvimento Sustentável, Hábitos. Involvement in sustainable occupations: changes on life habits from spaces of educational practice Abstract: Introduction: Daily habits and involvement in occupations can bring impacts to the environment, both in a micro and macro social context. Educational practices related to environmental issues have an important educational nature in order to build a new model of sustainable habits. Objective: This study analyzed, from the perception of participants in socio-educational projects, if spaces of sustainable practices change daily habits and the involvement in occupations that are also sustainable. Method: In a qualitative approach, open interviews with ten members of university extension projects focused on sustainable practices were held. The content analysis revealed daily habit changes among the participants after they were inserted in the projects. Results: Reports showed learning and Palavras-chave:

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Human-Environment System Knowledge: A Correlate of Pro-Environmental Behavior

Cited by 76 publications

References 33 publications

Toward an Integrated Approach to Environmental and Prosocial Education

Toward an Integrated Approach to Environmental and Prosocial Education

Connectedness to Nature and Environmental Identity Scales Reveal Environmental Awareness in Greek Teachers

Envolvimento em ocupações sustentáveis: mudanças nos hábitos de vida a partir de espaços de práticas educativas

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