Live green, think green: Sustainable school architecture and children’s environmental attitudes and behaviors

Tucker, Richard; Izadpanahi, Parisa

doi:10.1016/j.jenvp.2017.04.003

Cited by 74 publications

(69 citation statements)

References 37 publications

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“…These are the facilities needed so people can use them to improve the environment care character and create a green environment. It is also in line with Tucker & Izadpanahi (2017) showing that the use of various environmentally-friendly facilities can help students to gain direct experience in environmental management. Besides that, Jamaluddin, Fahliza, & Rahmi (2018) also stated that school facilities have the essential effect to create an effective environment-based education.…”

Section: Utilization Of the Environmentally-friendly Facilitiessupporting

confidence: 74%

“…Besides that, every environmental activity held by the school can strengthen the student's environmental awareness. As supported by Tucker & Izadpanahi (2017), they found that students in a school-based environment have good environmental awareness than in conventional schools. Students participated actively in many environmental activities, such as in cleaning the school environment, making solar panels, and the other outing class activities.…”

Section: Implementation Of Environment-based Curricular Activitiesmentioning

confidence: 88%

“…Here, it can be seen that green school has a major influence on the environmental conservation efforts as the essential factor named environmental care character of the people is strengthened through education. Tucker & Izadpanahi (2017) revealed that students who attend schools designed based on sustainable environments have better environmental awareness than students who attend conventional schools. Thus, education at school that builds characters has the heart in improving the environmental care.…”

Section: Introductionmentioning

confidence: 99%

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The Implementation of Environment-Based Curriculum in Adiwiyata State Primary School

Cahyanti¹,

Raharja²

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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The Indonesian government implements Adiwiyata program in some schools to improve the next generation character of environmental caring. An important component of the Adiwiyata program is an environment-based curriculum that focuses on environmental management and protection. Some schools still face on the challenges of this curriculum and some have worked on it well. This study aims to explore the implementation of environment-based curriculum at an Independent Adiwiyata State Primary School in Yogyakarta. This is a qualitative study involving principals, teachers, committees, and students. The data was collected through in-depth interviews and observations. Then, the collected data was analyzed using Miles and Huberman qualitative analysis. This study shows that: (1) the implementation of environmental education is integrated to the national curriculum (K-13); (2) the environmental materials for each grade refers to the Outline of The Material Content or GBIM; (3) students are directly involved in the environmental activities through learning, extracurricular and habituation; (4) the environmentally-friendly facilities are used in the implementation of education; and (5) school establishes partnerships with various parties to support curriculum achievement. These findings can bring practical benefits as it can help the school to evaluate the curriculum, inspire other Adiwiyata schools by the principles found in this study. Besides, it also helpful for further researchers who concern on environment-based curriculum.

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Section: Utilization Of the Environmentally-friendly Facilitiessupporting

confidence: 74%

Section: Implementation Of Environment-based Curricular Activitiesmentioning

confidence: 88%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Implementation of Environment-Based Curriculum in Adiwiyata State Primary School

Cahyanti¹,

Raharja²

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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“…However, country residence appears to explain a rather small part of the overall variance in students' EA scores. On the school level, our results might indicate that students' EA is influenced by school practices, such as ESD activities [22,24,25,55,56], or by shared attitudes and beliefs by the peer groups [57]. On the country level, our results might indicate that EA is also related to cultural differences between countries [58][59][60].…”

Section: Rq1: School and Country Differences In Environmental Awarenessmentioning

confidence: 81%

Still Green at Fifteen? Investigating Environmental Awareness of the PISA 2015 Population: Cross-National Differences and Correlates

et al. 2020

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The PISA studies provide unique opportunities to investigate the competencies and attitudes of 15-year-olds across the world. Past research investigating environmental awareness (EA) in PISA 2006 found associations between EA and science-related competencies and attitudes. Investigating EA in the PISA studies may have important implications for education for sustainable development (ESD): results may show which factors should be considered in educational interventions to enhance students’ EA. Cross-national analyses of EA may provide insights into the predictors of EA on a local, national or international level. This study investigates the individual, school, and country level predictors of EA in PISA 2015 (365,194 students, 12,594 schools, 53 countries). The multi-level regression analysis on EA reveals that most of the variance is located at the student level. On the individual level, variables related to science learning in school are associated with EA across all countries. This study also compares the degrees of EA in the 2006 and 2015 populations. The results show similar degrees of EA in 2006 and 2015. Altogether, the study provides cross-country evidence on important aspects that should be addressed in successful ESD programs.

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“…This process produces effects on the environment, culture, political systems, development and economic prosperity, as well as on the well-being of people who make up societies around the world (Baylis et al 2017). It has led some authors (Aziz et al 2012;Asan et al 2014;De Leeuw et al 2014;Tucker and Izadpanahi 2017;Al-Naqbi and Alshannag 2018) to ponder over the importance of measuring variables such as the behaviour, attitude and knowledge of students toward sustainable development.…”

Section: Introductionmentioning

confidence: 99%

Attitude as a Mediator between Sustainable Behaviour and Sustainable Knowledge: An Approximation through a Case Study in the Dominican Republic

et al. 2019

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The current ongoing globalisation shows an increasing amount of issues regarding sustainability, which is to be addressed from the very first stages. In this sense, different variables have been measured in the form of a survey in order to learn about the behaviour, attitude and knowledge of high school students in the Dominican Republic regarding sustainability, using a methodology based on structural equations through the SmartPls (v. 3.2.8) program. Among the main deductions, a mediation between their knowledge and behaviour towards sustainable development is to be highlighted.

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Live green, think green: Sustainable school architecture and children’s environmental attitudes and behaviors

Cited by 74 publications

References 37 publications

The Implementation of Environment-Based Curriculum in Adiwiyata State Primary School

The Implementation of Environment-Based Curriculum in Adiwiyata State Primary School

Still Green at Fifteen? Investigating Environmental Awareness of the PISA 2015 Population: Cross-National Differences and Correlates

Attitude as a Mediator between Sustainable Behaviour and Sustainable Knowledge: An Approximation through a Case Study in the Dominican Republic

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