Primary children's ideas about cars and the environment

Leeson, Emma; Stanisstreet, Martin; Boyes, Edward

doi:10.1080/03004279785200201

Cited by 6 publications

(5 citation statements)

References 6 publications

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“…An initial study to gather children' s ideas show ed that although children correctly linke d vehicle emissions with global warming, they also associated cars, incorrectly, with ozone layer depletion (Batterham et al, 1995). This latter misconception was com mon, even in olde r seconda ry children (Leeson et al, 1995(Leeson et al, , 1996. The main reason for children linking car exhaust emissions with ozone layer dam age appears to be that they believe that carbon dioxide , well know n by children to be a com pone nt of car exhausts, contributes to depletion of the stratospheric ozone layer.…”

Section: Introductionmentioning

confidence: 90%

Enhancing Understanding in Student Teachers: The case of auto-pollution

Hillman¹,

Stanisstreet²,

Boyes³

1996

Journal of Education for Teaching

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Section: Introductionmentioning

confidence: 90%

Enhancing Understanding in Student Teachers: The case of auto-pollution

Hillman¹,

Stanisstreet²,

Boyes³

1996

Journal of Education for Teaching

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“…Their study further points to the importance of context, age and gender, as they conclude that girls are more prone to environmental concerns, while boys are more aware of the health effects of biking and walking. Leeson et al (1997aLeeson et al ( , 1997b) conducted a large survey among 630 children between 11 to 16 years old in 4 UK schools. For them 'the high profile and media attention given to the environmental impact of vehicle emissions' makes it 'probable that children will have formulated their own ideas and constructs about this issue from out-ofschool sources (1997a, p.…”

Section: Flying Cars To Teslamentioning

confidence: 99%

From Flying Cars to Tesla: Examining the Personal Automobile Preferences of Primary Schoolchildren in Denmark and the Netherlands

Kester

Sovacool

Heida

2019

Energy Research & Social Science

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The need to study current and future car perceptions and electric vehicle (EV) knowledge of children is not directly obvious, but they are a core group of passengers and they are future potential buyers. Moreover, many of an adult's values and worldviews around energy and mobility develop during childhood and later extend into corresponding consumption patterns. Furthermore, as children are not directly concerned with the choices, information and administration of car owners, measuring their EV awareness and knowledge could serve as a proxy for popular EV awareness and knowledge. This paper therefore offers an international explorative comparison on the car perceptions and EV knowledge of 587 surveyed schoolchildren, aged 9-13 years, from Denmark and the Netherlands. The results indicate that EV knowledge, car preferences and future car policies are associated to national and regional contexts, gender and the children's level of exposure to EVs. A cluster analysis further finds four distinct future orientations centering around traditional automobility, reductions in automobility, a shift to alternative fuels, and overall vehicle safety and efficiency improvements. In general, the children in our sample rank the environmental impact of cars as a core disadvantage and they seem aware of EVs and their main benefits. They also know that they are costlier to purchase. Most important, the majority of children agrees on a future direction of car-based transport with cars that are safe, more energy efficient and alternatively fueled.

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“…This is useful, since sustainability may not be easy to be explained in theory, as it may involve some degree of technical knowledge, while on the other side it is important to introduce it, in the form of "good practices" into the daily routine of an early education context (Summers 2003). A starting point that may represent a useful input for environmental education is that children have an instinctive concern for the environment, using which the teacher can build a more structured knowledge of the real problem (Leeson 1997). Discussion has also been raised about the possibility of "learning by doing" in the specific case of environmental education, therefore using practices that can involve active children's participation (Barraza 2001).…”

Section: Introductionmentioning

confidence: 99%

An Experience on Environmental Education Based on Respect-Reduce-Reuse-Recycle in a Village Primary School in the Marche Region, in Italy

2020

JEP

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The importance of environmental education is widely recognized worldwide: an important objective is that the citizens are accustomed to apply the best available practices in their life, while asking the administration and the government to gradually enforce measures leading to a reduction of the environmental impact and to a more sustainable lifestyle. This requires a formation starting at an early age: however, in Italy the relevant indications from the National Curriculum are still limited and do not suggest explicitly the performance of any practical activity, tailored on the specific school setting. This inadequacy of the Curriculum becomes particularly apparent in cases where other concerns are present, for example the areas in the Marche region affected by the 2016 earthquake: here, the need to resume a day-by-day routine put a kind of "damper" on other questions, such as environmental issues. This had an effect also in children's life: on this question, school needs to take a stand, which is the objective of this study. This work concerns an approach to environmental education in a multi-classes primary school context (age 6-10) in a small village school, located in the Central Apennine in Italy. This is performed through an experience carried out by investigating the behavior towards waste production of the community, as perceived by children at school. It is therefore articulated through the application of 4R (Respect, which encompasses Reduce, Reuse and Recycle) applying and extending the indications from the Italian National Curriculum. The project leads also to an experience of self-production of objects by the use of waste, to improve their awareness of the possibilities included in their upcycling. Feedback on the experience is finally acquired from the children and discussed, especially in the sense of creating future citizens with a more sensible and reasonable behavior towards the environment and leading possibly to zero-waste strategies in their family and work setting. The data were analyzed using thematic analysis and different themes about waste production were singled out.

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Primary children's ideas about cars and the environment

Cited by 6 publications

References 6 publications

Enhancing Understanding in Student Teachers: The case of auto-pollution

Enhancing Understanding in Student Teachers: The case of auto-pollution

From Flying Cars to Tesla: Examining the Personal Automobile Preferences of Primary Schoolchildren in Denmark and the Netherlands

An Experience on Environmental Education Based on Respect-Reduce-Reuse-Recycle in a Village Primary School in the Marche Region, in Italy

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