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A study of the reported long-term attitudinal and behavioral effects of an eighth-grade environmental education project and the development of an innovation configuration to promote environmental education.

机译：对报告的八年级环境教育项目的长期态度和行为影响进行研究，并研究开发创新配置以促进环境教育。

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摘要

Problem. Increasing scientific evidence reveals that this planet is in serious environmental jeopardy. Since 1977, when an international group of K--12 educators met in the USSR and established goals for teaching environmental education worldwide, many schools have endeavored to fulfill these goals through the use of various curricula and teaching strategies. Although some progress has been made, most K--12 public schools have not done enough to meet the demands of environmental problems. In 1996, my co-teacher and I designed and implemented an environmental project, called Mission Environment, that we hoped would help our students develop long-term positive environmental attitudes and behaviors.; Purpose. This study is an attempt to discover how effective the Mission Environment project (ME) was in contributing to long-term, positive environmental attitudes and behaviors among the participating students.; Methodology. The study used quantitative and qualitative methods. Data were collected by surveying the members of a high-school senior class to determine their current environmental attitudes, behavior, affect, and knowledge. Of the 71 students surveyed, 28 indicated that they had been ME participants during their eighth-grade year (1996--97). The survey data were analyzed using the students' independent samples t test and chi square.; Additionally, through student interviews, the study investigated the hypothesis that the teaching methods used during the course of the project contributed to producing these long-term effects. As a result of reflective interviews about the ME project and data from the literature review, a model has been created for a middle-school environmental education project in the form of an Innovation Configuration. This model is presented as part of the results of this study.; Findings and conclusions. The results of the statistical analysis of the environmental survey data showed statistically significant differences between the ME participants and the non-participants. The ME participants reported more positive environmental attitudes, behavior, and affect than the non-participants. However, there was no statistically significant difference between the two groups of students in environmental knowledge. From these findings, it could be conjectured that the possession of knowledge about the environment is not necessarily an indicator of positive conservation behavior. This conclusion is consistent with the findings of several researchers who suggest that environmentally relevant behaviors do not naturally evolve from knowledge, but appear to be the result of knowledge combined with the application of action strategy skills.; Additionally, the student interviews seemed to suggest that the students acquired other positive benefits from the project. The study highlighted the importance of environmental education projects like ME, which integrate experiential, service-learning opportunities.
机译：问题。越来越多的科学证据表明，这个星球正遭受严重的环境危害。自1977年以来，当一个由K--12教育家组成的国际团体在苏联开会并确定了在全球范围内进行环境教育的教学目标时，许多学校都通过使用各种课程和教学策略来实现这些目标。尽管已经取得了一些进展，但是大多数K--12公立学校在满足环境问题的要求方面做得还不够。在1996年，我和我的共同老师设计并实施了一个名为Mission Environment的环境项目，我们希望该项目将帮助我们的学生发展长期的积极环境态度和行为。目的。这项研究试图发现任务环境项目（ME）在参与的学生中如何有效地促进长期，积极的环境态度和行为。方法。该研究使用了定量和定性方法。通过对高中高级班级成员进行调查来收集数据，以确定他们当前的环境态度，行为，影响和知识。在接受调查的71名学生中，有28名表示他们是八年级（1996--97）的ME参与者。使用学生的独立样本t检验和卡方检验分析调查数据。此外，通过学生访谈，该研究调查了以下假设：项目过程中使用的教学方法有助于产生这些长期效果。通过对ME项目和文献回顾中的数据进行反思性采访后，以创新配置的形式为中学环境教育项目创建了一个模型。该模型是本研究结果的一部分。结论和结论。环境调查数据的统计分析结果表明，ME参与者和非参与者之间存在统计学上的显着差异。与非参与者相比，ME参与者报告了更多积极的环境态度，行为和影响。但是，两组学生在环境知识方面没有统计学上的显着差异。从这些发现中，可以推测，关于环境的知识不一定是积极的保护行为的指标。这一结论与一些研究人员的发现是一致的，这些研究人员认为与环境有关的行为并非自然地从知识演变而来，而似乎是知识与运用行动策略技能相结合的结果。此外，学生访谈似乎表明学生从该项目中获得了其他积极的好处。这项研究强调了像ME这样的环境教育项目的重要性，这些项目整合了体验式，服务学习的机会。

著录项

  • 作者

    Lomino, Jean A.;

  • 作者单位

    Andrews University.;

  • 授予单位 Andrews University.;
  • 学科 Education Sciences.; Environmental Sciences.; Engineering Environmental.
  • 学位 Ph.D.
  • 年度 2003
  • 页码 169 p.
  • 总页数 169
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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