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

List, M.; Schmidt, Fabian T. C.; Mundt, Daria; Föste-Eggers, Dennis

doi:10.3390/su12072985

Cited by 19 publications

(12 citation statements)

References 83 publications

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“…Also, other family variables that significantly correlated with science scores in PISA 2015 were: ICT resources; home educational resources; Highest education of parents; and, science specific resources. The data from 53 countries assessed by PISA 2015 also reflected that students' environmental awareness was explained significantly by their satisfaction with science and secondly, by their Scientific Literacy or scientific competencies (List et al, 2020).…”

Section: Introductionmentioning

confidence: 90%

Household Possessions and Parental Support in Mexican Students with High Scientific Competencies in PISA 2015

Bazán-Ramírez¹,

Iturrizaga²,

Paniagua³

2021

EUROPEAN J ED RES

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<p style="text-align:justify">Traditionally secondary studies on achievement on Programme for International Students Assessment (PISA) tests point to the significant impact of socioeconomic status and cultural backgrounds of families as well as the role of parental involvement, which in some cases has had a negative impact on achievement. For this article, a model of structural regression was tested, with structural modelling software. This model included the following factors: domestic and educational assets, parental support for students, parents’ perceptions about science, and science competencies among 214 high performing Mexican students on PISA tests in 2015. This resulted in a structural regression model with a goodness of fit, where science competencies were a positive significant variable, impacted by domestic and educational assets and parental involvement. An additional restricted model with four variables manifested as mediators, revealed that science competencies were predicted positively and significantly by domestic and educational assets, and by the manifest parental emotional support variable. Variables related to ownership of educational and cultural assets and resources, as well as parental support, particularly emotional parental support, have positive and significant impact on science competencies.</p>

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Section: Introductionmentioning

confidence: 90%

Household Possessions and Parental Support in Mexican Students with High Scientific Competencies in PISA 2015

Bazán-Ramírez¹,

Iturrizaga²,

Paniagua³

2021

EUROPEAN J ED RES

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“…This is paralleled to a study about animal welfare attitudes, showing highest scores in a less developed country and lowest scores in Germany [57]. Although post-materialistic values may express higher environmental concern [58]-which is formed, among other things, by EA -one must consider situational constricts, local environmental effects, or other individual factors [29,59,60].…”

Section: Discussionmentioning

confidence: 85%

Values and Environmental Knowledge of Student Participants of Climate Strikes: A Comparative Perspective between Brazil and Germany

2021

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Climate change and its consequences have called for actions to mitigate it, triggering society to act and speak out about sustainability policies. Movements like Fridays for Future (FFF) spread beyond the young people pressed for action to combat climate change. The present study aimed to (1) assess the environmental attitudes (EA) and knowledge (EK) of Brazilian and German students and (2) verify whether the frequency of participation in climate strikes changes according to these EA and EK. A total of 658 students participated in our study, 327 from Germany and 331 from Brazil (mean age 25.21 ± 7.91). We applied the Two Major Environmental Values (2-MEV) model and three-dimensional questionnaires to measure EA and EK, respectively. We applied a multivariate general linear model to assess the influence of the variables simultaneously. FFF participation is affected by EA, with strikers showing higher Preservation (PRE) and lower Utilization (UTL) scores; furthermore, our findings suggest that EK affects FFF participation, specifically system-related knowledge. The study adds to the increasing number of validations of the 2-MEV model in different languages and cultures and discusses the differences of EA and EK in student strikers and non-strikers between both countries.

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“…Global problems and threats in our time include the environment and climate (Ivanov, 2018). Thus, it is important that scientific literacy, interest in science and inquiry-based instruction are incorporated in programmes intended to increase school students' environmental awareness (List et al, 2020). Freshwater is part of a nexus that is proposed as a tool to transform human well-being in Southern Africa (Mabhaudhi et al, 2019;Mpandeli et al, 2018).…”

Section: Research Aim and Research Questionsmentioning

confidence: 99%

Pre-Service Teachers’ Views About Ecosystem-Based Fieldwork in Terms of the Nature of Environmental Education, Investigations, Skills and Processes

Molefe

Aubin

2021

JBSE

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Today science teachers are expected to understand the nature of environmental education, and be competent in skills, methods, and procedures relevant to a science discipline. The purpose of this research was to explore pre-service science teachers’ views with regard to environmental education, investigation conducted during a freshwater ecosystem studied, skills developed and the associated stepwise scientific process. Data were collected through a five-item questionnaire that included the characteristics of environmental education, types of scientific investigations, science process skills and the scientific process. 94 students that registered for a Bachelor of Education degree participated in this research. The results from statistical analysis of the teachers’ responses showed the importance of lifelong learning, involvement of community in environmental education and development of critical and problem-solving skills. However, most teachers could not provide correct scientific investigation they conducted during the freshwater study. Although there were no correlations between the investigation, science process skills and the associated scientific process, influence of the stepwise scientific process recommended in the science curriculum was evident in the teachers’ linking of form a hypothesis to observation. The findings imply that teachers face potential challenges in understanding of scientific investigations and the scientific process. Keywords: fieldwork, environmental education, pre-service teachers, science process skills, scientific investigations, stepwise scientific process

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

Cited by 19 publications

References 83 publications

Household Possessions and Parental Support in Mexican Students with High Scientific Competencies in PISA 2015

Household Possessions and Parental Support in Mexican Students with High Scientific Competencies in PISA 2015

Values and Environmental Knowledge of Student Participants of Climate Strikes: A Comparative Perspective between Brazil and Germany

Pre-Service Teachers’ Views About Ecosystem-Based Fieldwork in Terms of the Nature of Environmental Education, Investigations, Skills and Processes

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