Water Education for Sustainability: Criteria and Recommendations

Larson Kelli L.; Redman Erin N.

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Water Education for Sustainability: Criteria and Recommendations

机译：水教育促进可持续发展：标准和建议

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This article applies behavioral theories, knowledge-to-action frameworks, and educational pedagogy to the case study of water education programs in metropolitan Phoenix, AZ. First, we describe three criteria for sustainable behavior change through education. Next, we demonstrate how water education programs in Phoenix have employed inadequate approaches to reduce resource consumption relative to the criteria. Finally, we offer recommendations to enhance the effectiveness of educational initiatives directed toward transformative change for sustainability. Central insights involve incorporating diverse knowledge domains, using interactive educational techniques, and tailoring programs to specific actions and relevant targeted populations.

机译：本文将行为理论，知识行动框架和教育教学法应用于亚利桑那州凤凰城市水教育计划的案例研究。首先，我们描述了通过教育实现可持续行为改变的三个标准。接下来，我们演示了凤凰城的水教育计划如何采用不足的方法相对于标准来减少资源消耗。最后，我们提供了一些建议，以提高针对变革性的可持续发展的教育举措的有效性。中心洞察力涉及整合各种知识领域，使用交互式教育技术以及针对特定行动和相关目标人群量身定制的计划。

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《Society and Natural Resources》 |2014年第12期|共10页
作者
Larson Kelli L.; Redman Erin N.;
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原文格式 PDF
正文语种 eng
中图分类自然地理学;
关键词
water conservation; behavior change; sustainability; residential landscapes; environmental education;

机译：节水;行为变化;可持续性;居住景观;环境教育;

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Water Education for Sustainability: Criteria and Recommendations

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