Pub Date : 2023-04-03DOI: 10.1080/13504622.2023.2198174
Louise Sund, Johan Öhman
{"title":"A transactional model of moral learning – how to challenge unsustainable denials","authors":"Louise Sund, Johan Öhman","doi":"10.1080/13504622.2023.2198174","DOIUrl":"https://doi.org/10.1080/13504622.2023.2198174","url":null,"abstract":"","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43309977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-29DOI: 10.1080/13504622.2023.2190523
Michelle L. Edwards, H. Edwards
{"title":"Prison-based environmental training programs: who is being transformed?","authors":"Michelle L. Edwards, H. Edwards","doi":"10.1080/13504622.2023.2190523","DOIUrl":"https://doi.org/10.1080/13504622.2023.2190523","url":null,"abstract":"","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47606666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-29DOI: 10.1080/13504622.2023.2191906
C. Hsu, T. Lin
Abstract Citizen science is a key approach in scientific research that involves crowdsourced data collection for environmental monitoring and conservation. Participants in citizen science can gain scientific knowledge, change their pro-environmental attitude and behavior. Taiwan Roadkill Observation Network (TaiRON) was founded in 2011 and has a community of approximately 20,000 members. To collect data for further biological research, participants adopt a simple approach: taking pictures of roadkill and uploading them to a database. While many studies have explored citizen science learning outcomes, this study examines how a program with a unique participant task – photographing road kill – has an impact on participants pro-environmental learning. The learning outcome with the largest change was environmental attitude, suggesting that the participants’ feelings, awareness, and values regarding the environment changed after joining TaiRON. The reasons for the attitude changes could be attributed to the characteristics of TaiRON’s work: participants collect data from animal carcasses, prompting them to reflect deeply on the value of life. The second key learning outcome was behavioural intention, which means participants were driven to action to mitigate roadkill occurrence. Our results provide an example of evaluating learning outcomes in citizen science and also contribute to promoting environmental literacy.
{"title":"What people learn from death: exploring citizen scientists’ learning outcomes in Taiwan Roadkill Observation Network from an environmental education perspective","authors":"C. Hsu, T. Lin","doi":"10.1080/13504622.2023.2191906","DOIUrl":"https://doi.org/10.1080/13504622.2023.2191906","url":null,"abstract":"Abstract Citizen science is a key approach in scientific research that involves crowdsourced data collection for environmental monitoring and conservation. Participants in citizen science can gain scientific knowledge, change their pro-environmental attitude and behavior. Taiwan Roadkill Observation Network (TaiRON) was founded in 2011 and has a community of approximately 20,000 members. To collect data for further biological research, participants adopt a simple approach: taking pictures of roadkill and uploading them to a database. While many studies have explored citizen science learning outcomes, this study examines how a program with a unique participant task – photographing road kill – has an impact on participants pro-environmental learning. The learning outcome with the largest change was environmental attitude, suggesting that the participants’ feelings, awareness, and values regarding the environment changed after joining TaiRON. The reasons for the attitude changes could be attributed to the characteristics of TaiRON’s work: participants collect data from animal carcasses, prompting them to reflect deeply on the value of life. The second key learning outcome was behavioural intention, which means participants were driven to action to mitigate roadkill occurrence. Our results provide an example of evaluating learning outcomes in citizen science and also contribute to promoting environmental literacy.","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"29 1","pages":"1346 - 1360"},"PeriodicalIF":3.2,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59719396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-27DOI: 10.1080/13504622.2023.2193688
Denise Quiroz-Martínez
{"title":"Chemistry teachers’ perspectives and understanding in integrating sustainability into teaching: the case of Chile","authors":"Denise Quiroz-Martínez","doi":"10.1080/13504622.2023.2193688","DOIUrl":"https://doi.org/10.1080/13504622.2023.2193688","url":null,"abstract":"","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49586840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-09DOI: 10.1080/13504622.2023.2181269
V. Jones, Tessa J. Podpadec
Abstract Young people are key stakeholders in the future, but their stake is rarely considered in decision making and policy development. In this paper we explore how climate change education can allow the voices of young people to be listened to and help young people imagine desirable futures and develop agency to address the steps, both personal and policy based, that are needed to achieve this. Initially reporting on the findings of a survey of 985 young people (aged 7–18 years from across the UK), we explore what young people currently know about climate change. Informed by this data, we then present a creative approach to backcasting, using a participatory action pedagogical approach to explore the desired futures that 150 young people aged 8–11 years have about the fast fashion industry. We suggest that within the context of fast fashion and other climate related industries, such a methodology could enable educators to address climate change without provoking eco-anxiety and provide a way that decision makers in industry and government can listen to young people’s voices.
{"title":"Young people, climate change and fast fashion futures","authors":"V. Jones, Tessa J. Podpadec","doi":"10.1080/13504622.2023.2181269","DOIUrl":"https://doi.org/10.1080/13504622.2023.2181269","url":null,"abstract":"Abstract Young people are key stakeholders in the future, but their stake is rarely considered in decision making and policy development. In this paper we explore how climate change education can allow the voices of young people to be listened to and help young people imagine desirable futures and develop agency to address the steps, both personal and policy based, that are needed to achieve this. Initially reporting on the findings of a survey of 985 young people (aged 7–18 years from across the UK), we explore what young people currently know about climate change. Informed by this data, we then present a creative approach to backcasting, using a participatory action pedagogical approach to explore the desired futures that 150 young people aged 8–11 years have about the fast fashion industry. We suggest that within the context of fast fashion and other climate related industries, such a methodology could enable educators to address climate change without provoking eco-anxiety and provide a way that decision makers in industry and government can listen to young people’s voices.","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45854604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-06DOI: 10.1080/13504622.2023.2185573
L. Dedieu, Elisabeth Plé
Abstract This article raises the question of how to develop student engagement in activities for sustainable development in schools. It presents a case study in France resulting from a collaborative research involving the authors of this paper and a design team composed of two coordinators and two teachers, from elementary school and from the beginning of the college respectively. The project, designed by the teaching team, was carried out in two classes. Students had to design a new living space, one that remained fictitious, but which involved radically transforming their territory in order to make it pleasant and sustainable. After having imagined this new neighborhood, then transformed it by introducing constraints (related to energy, transportation, food, leisure…) and asking themselves questions, they then met, during a forum, experts in their area. The final stage of this process was a role-play during which the students were invited to take on the role of these experts and develop arguments about the construction of an amusement park in their neighborhood. From a scientific point of view, this article analyses the different levers mobilized by the design team to promote students’ engagement and the importance of the creative character of the project.
{"title":"A sustainable development project including a role-play: analysis of teachers’ intentions to promote students’ engagement","authors":"L. Dedieu, Elisabeth Plé","doi":"10.1080/13504622.2023.2185573","DOIUrl":"https://doi.org/10.1080/13504622.2023.2185573","url":null,"abstract":"Abstract This article raises the question of how to develop student engagement in activities for sustainable development in schools. It presents a case study in France resulting from a collaborative research involving the authors of this paper and a design team composed of two coordinators and two teachers, from elementary school and from the beginning of the college respectively. The project, designed by the teaching team, was carried out in two classes. Students had to design a new living space, one that remained fictitious, but which involved radically transforming their territory in order to make it pleasant and sustainable. After having imagined this new neighborhood, then transformed it by introducing constraints (related to energy, transportation, food, leisure…) and asking themselves questions, they then met, during a forum, experts in their area. The final stage of this process was a role-play during which the students were invited to take on the role of these experts and develop arguments about the construction of an amusement park in their neighborhood. From a scientific point of view, this article analyses the different levers mobilized by the design team to promote students’ engagement and the importance of the creative character of the project.","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"29 1","pages":"1104 - 1117"},"PeriodicalIF":3.2,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49131967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-27DOI: 10.1080/13504622.2023.2182258
David Olsson
{"title":"Educating for the anthropocene: schooling and activism in the face of slow violence","authors":"David Olsson","doi":"10.1080/13504622.2023.2182258","DOIUrl":"https://doi.org/10.1080/13504622.2023.2182258","url":null,"abstract":"","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47634555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-24DOI: 10.1080/13504622.2023.2182750
Lise Jans, Namkje Koudenburg, Lea Grosse
Abstract Plant-based dietary choices can help to mitigate climate change. Yet, most people still consume meat. Social identity influences dietary choices. This study tests whether shared identity, pro-veg*n norms, attitudes, and dietary intentions, can be strengthened via a vegan cooking workshop for children. Pupils (N = 155) cooked in small groups (3–6 members). Compared to pre-measures, shared identity, pro-veg*n (vegan and/or vegetarian) norms, attitudes, dietary intentions, and appreciation of vegan food increased after the vegan cooking workshop. Changed perceptions about what is important or not (injunctive norms) at school predicted changes in attitudes; increased dietary intentions were predicted by changed inferences about the behaviours of peers with whom pupils directly cooked. Jointly cooking a vegan meal thus seems an effective intervention to shape shared identity and pro-veg*n norms, and foster attitudes and dietary intentions in line with this formed pro-veg*n social identity. Therefore, cooking workshops may induce social change. Graphical Abstract
{"title":"Cooking a pro-veg*n social identity: the influence of vegan cooking workshops on children’s pro-veg*n social identities, attitudes, and dietary intentions","authors":"Lise Jans, Namkje Koudenburg, Lea Grosse","doi":"10.1080/13504622.2023.2182750","DOIUrl":"https://doi.org/10.1080/13504622.2023.2182750","url":null,"abstract":"Abstract Plant-based dietary choices can help to mitigate climate change. Yet, most people still consume meat. Social identity influences dietary choices. This study tests whether shared identity, pro-veg*n norms, attitudes, and dietary intentions, can be strengthened via a vegan cooking workshop for children. Pupils (N = 155) cooked in small groups (3–6 members). Compared to pre-measures, shared identity, pro-veg*n (vegan and/or vegetarian) norms, attitudes, dietary intentions, and appreciation of vegan food increased after the vegan cooking workshop. Changed perceptions about what is important or not (injunctive norms) at school predicted changes in attitudes; increased dietary intentions were predicted by changed inferences about the behaviours of peers with whom pupils directly cooked. Jointly cooking a vegan meal thus seems an effective intervention to shape shared identity and pro-veg*n norms, and foster attitudes and dietary intentions in line with this formed pro-veg*n social identity. Therefore, cooking workshops may induce social change. Graphical Abstract","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45447018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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