Outcome Research in Environmental Education: A Critical Review

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

doi:10.1080/00958964.1993.9943504

Cited by 205 publications

(113 citation statements)

References 42 publications

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“…Moving on from a snapshot assessment of learning during fieldwork experiences to a longitudinal study is problematic because, often by the nature of student samples, measuring immediate learning is most feasible for researchers (Leeming et al, 1993). Beyond the field course itself, inputs from school science and from life experiences obviously continue to make contributions to student learning.…”

Section: Defining Learning Outside the Classroommentioning

confidence: 99%

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The Benefits of Residential Fieldwork for School Science: Insights from a five-year initiative for inner-city students in the UK

Amos¹,

Reiß²

2012

International Journal of Science Education

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Amos, R. and Reiss, M. (2012). The benefits of residential fieldwork for school science:Insights from a five-year initiative for inner-city students in the UK. International Journal of Science Education, 34(4), 485-511. AbstractThere is considerable international interest in the value of residential fieldwork for school students. In the UK, pressures on curriculum time, rising costs and heightened concern over students' safety are curtailing residential experiences. Collaboration between several key providers across the UK created an extensive programme of residential courses for 11-14 year olds in London schools from [2004][2005][2006][2007][2008]. Some 33,000 students from 849 schools took part. This paper draws on the evaluation of the programme that gathered questionnaire, interview and observational data from 2706 participating students, 70 teachers and 869 parents / carers from 46 schools mainly in deprived areas of the city. Our findings revealed that students' collaborative skills improved and interpersonal relationships were strengthened and taken back to school. Gains were strongest in social and affective domains; behavioural improvements occurred for some students. Individual cognitive gains were revealed more convincingly during face-to-face interviews than through survey items. Students from socially deprived backgrounds benefitted from exposure to learning environments which promoted authentic practical inquiry. Over the five year programme, combined physical adventure and real-world experiences proved to be popular with students and their teachers.Opportunities for learning and doing science in ways not often accessible in urban school environments were opened up. Further programmes, which build upon the provision of mixed curriculum-adventure course design, have been implemented across the UK as a result of the London experience. The popularity and apparent success of these combination courses suggest that providers need to consider the value of developing similar programmes in the future.

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Section: Defining Learning Outside the Classroommentioning

confidence: 99%

“…This is a difficult goal. Several studies indicate that even the fundamental actions of capturing valid data in informal contexts can be challenging for researchers (Leeming, Dwyer, Porter and Cobern, 1993;Osborne and Dillon, 2007).…”

Section: Introductionmentioning

confidence: 99%

The Benefits of Residential Fieldwork for School Science: Insights from a five-year initiative for inner-city students in the UK

Amos¹,

Reiß²

2012

International Journal of Science Education

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“…raffles or draws (Witmer and Geller, 1976;Luyben and Cummings, 1981). The predominant paradigm makes it clear that this limitation is due to there being no change in consumers' internal components after the application of the reward promotion technique (Hopper and Nielsen, 1991;Leeming et al, 1993;Wesley et al, 1995;Shrum et al, 1994). This would therefore appear to infer that when the reward technique achieves long-lasting effects on recycling behaviour, this occurs as a result of certain changes taking place in the consumer's psychological core.…”

Section: 1 44mentioning

confidence: 99%

Different kinds of consumer response to the reward recycling technique: similarities at the desired routine level

Meneses

Palacio²

2006

Asia Pacific Journal of Marketing and Logistics

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Purpose -The objective of this research is not only to provide a new theoretical framework to overcome doctrinal inconsistencies related to the reward recycling technique but also to empirically contrast the proposed explanations. Design/methodology/approach -This research follows a quasi-experimental design. This type of treatment comprises the application of a draw-based prize technique. A questionnaire was issued to gather the information from a sample with 123 individuals. The approach is quantitative. Findings -It was found that recycling behaviour has become a routine or habit with recognized awareness of ecology and recycling, but without a high level of involvement, since today's adoption process does not require such effort. This implies that the efficacy of the reward technique has been transformed and consequently its effects must be understood differently. To be specific, responders and non-responders are similar, in terms of their levels of beliefs about recycling, ecological concern and involvement with recycling, and both show the same model of adoption with a low hierarchy of effect and with a few minor differences. Nevertheless there is only one difference between sustainers and non-sustainers, namely, the sustainers' greater ecological concern before the promotion application.Research limitations/implications -The non-existence of a control group is a limitation with the result that the validity of the experiment is not being totally checked. Originality/value -This research provides some empirical evidence challenging some old presumptions concerning the understanding of recycling. Keywords Social marketing, Recycling, Promotion Paper type Research paper IntroductionThe classic recycling behaviour theory proposes that before adopting the desired recycling conduct, a consumer will have processed a huge amount of information about both the deterioration of nature and about how to recycle. This so called high involvement model, or classic paradigm, assumes not only that consumers are active participants in the process of gathering information about ecology and recycling but also that the immediate consequence is that they form a favourable attitude toward recycling. The final result is the making of a high commitment decision to recycle as explained by the theories of multiple attributes and reasoned action (Kok and Siero, 1985;Goldenhar and Connell, 1993;Taylor and Todd, 1995;Kalafatis et al., 1999).However, this predominant paradigm recognizes the existence of an exception when explaining the recycling reward technique. In fact, one of the most accepted propositions of how consumers were thought to process information and react to recycling reward techniques was that those who respond show little interest in recycling (Katzev and Pardini, 1987;Vining and Ebreo, 1989;Wesley et al., 1995).

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“…Several authors, however, have criticised a lack of concern with the establishment of valid instruments (Bogner & Wiseman, 2006;Leeming, Dwyer, Porter, & Cobern, 1993). A threat to the validity of self-report measures is Social Desirability Bias (SDB) (e.g.…”

Section: Introductionmentioning

confidence: 99%

Social Desirability, Environmental Attitudes, and General Ecological Behaviour in Children

Oerke

Bogner

2013

International Journal of Science Education

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Socially desirable responses have been widely discussed as potentially biasing self-reported measures of environmental attitude and behaviour assessment. The direct and moderating effect of social desirability on children has not been analysed before. By applying a Lie scale together with a two-factor environmental attitude set measure and a scale of self-reported General Ecological Behaviour (GEB) to 198 pupils, we found a moderate impact of Lie scores on only one of both attitude measures and a small impact on GEB. In a multiple regression analysis general behaviour was predicted by attitude, social desirability, and the interaction of both. Social desirability had no moderating effect on the relationship between environmental attitudes and behaviour. Implications of these outcomes for research on environmental issues with children are discussed. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Socially desirable responses have been widely discussed as potentially biasing self-reported measures of environmental attitude and behaviour assessment. The direct and moderating effect of social desirability on children has not been analysed before. By applying a Lie scale together with a two-factor environmental attitude set measure and a scale of self-reported General Ecological Behaviour (GEB) to 198 pupils, we found a moderate impact of Lie scores on only one of both attitude measures and a small impact on GEB. In a multiple regression analysis general behaviour was predicted by attitude, social desirability, and the interaction of both. Social desirability had no moderating effect on the relationship between environmental attitudes and behaviour. Implications of these outcomes for research on environmental issues with children are discussed.

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Outcome Research in Environmental Education: A Critical Review

Cited by 205 publications

References 42 publications

The Benefits of Residential Fieldwork for School Science: Insights from a five-year initiative for inner-city students in the UK

The Benefits of Residential Fieldwork for School Science: Insights from a five-year initiative for inner-city students in the UK

Different kinds of consumer response to the reward recycling technique: similarities at the desired routine level

Social Desirability, Environmental Attitudes, and General Ecological Behaviour in Children

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