Two ways of acquiring environmental knowledge: by encountering living animals at a beehive and by observing bees via digital tools

Schönfelder, Mona; Bogner, Franz X.

doi:10.1080/09500693.2017.1304670

Cited by 36 publications

(28 citation statements)

References 52 publications

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“…Data from various school types, ages, social backgrounds and countries would contribute to a better representativeness and greater understanding of environmental values. Environmental education programs are often implemented on secondary school students [72][73][74]. In the future, an investigation of primary students' environmental values might be of great importance.…”

Section: Discussionmentioning

confidence: 99%

How Young “Early Birds” Prefer Preservation, Appreciation and Utilization of Nature

2018

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Since the 1990s, the Two Major Environmental Value model (2-MEV) has been applied to measure adolescent environmental attitudes by covering two higher order factors: (i) Preservation of Nature (PRE) which measures protection preferences and (ii) Utilization of Nature (UTL) which quantifies preferences towards exploitation of nature. In addition to the 2-MEV scale, we monitored the Appreciation of Nature (APR) which, in contrast to the UTL, monitors the enjoyable utilization of nature. Finally, we employed the Morningness-Eveningness Scale for Children (MESC) which monitors the diurnal preferences and associates with personality and behavioral traits. In this study, we analyzed data from 429 Irish students (14.65 years; ±1.89 SD) with the aim of reconfirming the factor structure of the 2-MEV+APR and monitoring the relationship between the MESC and the environmental values (PRE, UTL, APR). Our findings identified a significant association between PRE and APR with MESC. In addition, we observed a gender difference. Our results suggest that morningness preference students are more likely to be protective of and appreciative towards nature. Recommendations for outreach programs as well as conclusions for environmental education initiatives in general are discussed.

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Section: Discussionmentioning

confidence: 99%

How Young “Early Birds” Prefer Preservation, Appreciation and Utilization of Nature

2018

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“…Finally, for education purposes, promoting knowledge acquisition and strengthening existing positive pro-environmental values are frequent aims [46,47], although for students with low environmental values that may be more difficult to achieve. Even though many studies focus on knowledge increase through environmental education programs [12], little is known about the influence of environmental attitudes playing a decisive role in achieving higher knowledge levels.…”

Section: Discussionmentioning

confidence: 99%

How Environmental Values Predict Acquisition of Different Cognitive Knowledge Types with Regard to Forest Conservation

Thorn

Bogner

2018

Sustainability

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Abstract:We describe a student-centered, hands-on conservational program designed to alter adolescent environmental values and cognitive knowledge. The values (defined as sets of attitudes towards nature conservation) were measured using the 2-MEV scale (Two Major Environmental Values: Preservation, Utilization). Pre-existing knowledge levels and subsequent cognitive learning (short-, medium-and long-term) were scored on the basis of the three knowledge dimensions (system knowledge: Sys, action-related knowledge: Act and effectiveness knowledge: Eff ). Two hundred and seventy-one 6th to 8th graders, unaware of the testing schedules, completed our questionnaires two weeks before (T0), immediately after (T1), six weeks after (T2) and six months (T3) after participation in our nature and wildlife conservation program module. The linear mixed effects model (LMM) was used to analyze the relationships of cognitive knowledge with Preservation and Utilization: high Preservation scores predicted high overall pre-knowledge for all three knowledge types. High Utilization scores correlated with low pre-knowledge scores for all knowledge types. For Preservation, this positive relationship remained constant at all testing schedules. Utilization and knowledge acquisition correlated negatively in both the short (six weeks) and long terms (six months). Students scoring high on Preservation knew more, learned more, and forgot less in the short term than the low scorers. Students scoring high on Utilization briefly added cognitive knowledge immediately after the intervention, though this disappeared again in the short term. Educators are advised to build upon existing values and adjust their teaching on nature conservation issues accordingly.

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“…• connection to supplementary 'augmented' information and experiences, through the layering of additional information over environmental representations whether local or distant, and associated collection and interpretation of data, with existing products such as Green Maps (Lai, Chang, Li, Fan & Wu, 2013), or products devised by teachers (Schönfelder & Bogner, 2017). As indicated above, this layering might also be time-related.…”

Section: Eurasia J Math Sci and Tech Edmentioning

confidence: 99%

“…Nevertheless, circumstances may make virtual encounters the only viable option. Schönfelder and Bogner (2017) observed that, "direct experiences with nature are regarded as crucial, but using an eLearning tool in environmental education constitutes an outstanding alternative to acquire knowledge" (p.723). They conceded, though, that environmental attitudes (as opposed to knowledge) are better supported through direct interface with nature.…”

Section: Problems Limitations and Prospectsmentioning

confidence: 99%

Promoting Environmental Education for Primary School-aged Students Using Digital Technologies

Buchanan

Pressick-Kilborn

Maher

2018

EURASIA J MATH SCI T

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As demands on the environment continue to intensify, it becomes increasingly urgent to act sustainably, responsibly and respectfully, to protect and restore environments. Digital technologies, including videoconferencing, mobile apps and virtual and augmented realities, can provide new ways of engaging students in environmental stewardship. Such technologies can pique student interest, while enabling them to capture experiences of local and distal environments, to collect data and share their findings with broader audiences. This article critically explores innovative, formal and informal learning practices in experiential environmental education approaches among schools, families and communities, such as citizen science projects. It draws on qualitative case study vignettes, as well as the authors' previous work and broader literature, to consider the potential and limitations of such technologies and approaches. The key question concerns how existing and emerging technologies might serve as bridges or barriers to apprenticing young people into globally-minded, environmentally responsible and respectful behaviours.

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Two ways of acquiring environmental knowledge: by encountering living animals at a beehive and by observing bees via digital tools

Cited by 36 publications

References 52 publications

How Young “Early Birds” Prefer Preservation, Appreciation and Utilization of Nature

How Young “Early Birds” Prefer Preservation, Appreciation and Utilization of Nature

How Environmental Values Predict Acquisition of Different Cognitive Knowledge Types with Regard to Forest Conservation

Promoting Environmental Education for Primary School-aged Students Using Digital Technologies

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