Effects of a 1-day environmental education intervention on environmental attitudes and connectedness with nature
Besides cognitive learning effects, short-term environmental education (EE) is often regarded as ineffective in intervening with participants' environmental attitudes and behaviour. However, in Germany, school classes often participate in such 1-day EE programmes because they better match the s...
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| Veröffentlicht in: | European journal of psychology of education 2013-09, Vol.28 (3), p.1077-1086 |
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| creator | Sellmann, Daniela Bogner, Franz X. |
| description | Besides cognitive learning effects, short-term environmental education (EE) is often regarded as ineffective in intervening with participants' environmental attitudes and behaviour. However, in Germany, school classes often participate in such 1-day EE programmes because they better match the school curriculum in contrast to longer (residential) programmes. We therefore monitored a 1-day outreach EE programme on global climate change to reveal whether environmental attitudes and/or connectedness with nature of tenth graders are affected. Students from German high schools (college preparatory secondary school level, 'Gymnasium') (N=114) from age 14 to 19 participated in the programme (treatment group). It consisted of two student-centred learning units on the topic of climate change. Additionally, we chose a control group of students who did not participate in the programme. To measure students' environmental attitudes and connectedness with nature, we administered the Two Major Environmental Values (2-MEV) and the Inclusion of Nature in Self scale in a pre-, post- and retention test design. The pre-test was administered 1 week before, the post-test directly after and the retention test 4 to 6 weeks after programme participation. Analyses revealed a positive long-term effect only for utilitarian values (one of the two major environmental factors of 2-MEV) which decreased significantly. Therefore, depending on the programme's content, short-term EE programmes indeed may have an influence on participants' environmental attitudes. |
| doi_str_mv | 10.1007/s10212-012-0155-0 |
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However, in Germany, school classes often participate in such 1-day EE programmes because they better match the school curriculum in contrast to longer (residential) programmes. We therefore monitored a 1-day outreach EE programme on global climate change to reveal whether environmental attitudes and/or connectedness with nature of tenth graders are affected. Students from German high schools (college preparatory secondary school level, 'Gymnasium') (N=114) from age 14 to 19 participated in the programme (treatment group). It consisted of two student-centred learning units on the topic of climate change. Additionally, we chose a control group of students who did not participate in the programme. To measure students' environmental attitudes and connectedness with nature, we administered the Two Major Environmental Values (2-MEV) and the Inclusion of Nature in Self scale in a pre-, post- and retention test design. The pre-test was administered 1 week before, the post-test directly after and the retention test 4 to 6 weeks after programme participation. Analyses revealed a positive long-term effect only for utilitarian values (one of the two major environmental factors of 2-MEV) which decreased significantly. Therefore, depending on the programme's content, short-term EE programmes indeed may have an influence on participants' environmental attitudes.</description><identifier>ISSN: 0256-2928</identifier><identifier>EISSN: 1878-5174</identifier><identifier>DOI: 10.1007/s10212-012-0155-0</identifier><language>eng</language><publisher>Dordrecht: Springer</publisher><subject>Adolescents ; Attitude Change ; Biological and medical sciences ; Botanical gardens ; Climate ; Climate change ; Comparative Analysis ; Control Groups ; Course Content ; Education ; Educational Psychology ; Educational research ; Environmental conservation ; Environmental Education ; Environmental programs ; Environmentalism ; Experimental Groups ; Flowers & plants ; Foreign Countries ; Fundamental and applied biological sciences. Psychology ; Germany ; Grade 10 ; Greenhouses ; High School Students ; Nature ; Pedagogic Psychology ; Plants ; Pretests Posttests ; Program Effectiveness ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure ; Student Attitudes ; Students ; Teenagers</subject><ispartof>European journal of psychology of education, 2013-09, Vol.28 (3), p.1077-1086</ispartof><rights>2013 Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science + Business Media Dordrecht</rights><rights>Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media BV 2012</rights><rights>2015 INIST-CNRS</rights><rights>Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media BV 2012.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c390t-677e1019fba147656bd152a023de574a46c5bbc09aeb4504f9f41918bd0730eb3</citedby><cites>FETCH-LOGICAL-c390t-677e1019fba147656bd152a023de574a46c5bbc09aeb4504f9f41918bd0730eb3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/23581537$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/23581537$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,27901,27902,41464,42533,51294,57992,58225</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1036467$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=27613874$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Sellmann, Daniela</creatorcontrib><creatorcontrib>Bogner, Franz X.</creatorcontrib><title>Effects of a 1-day environmental education intervention on environmental attitudes and connectedness with nature</title><title>European journal of psychology of education</title><addtitle>Eur J Psychol Educ</addtitle><description>Besides cognitive learning effects, short-term environmental education (EE) is often regarded as ineffective in intervening with participants' environmental attitudes and behaviour. However, in Germany, school classes often participate in such 1-day EE programmes because they better match the school curriculum in contrast to longer (residential) programmes. We therefore monitored a 1-day outreach EE programme on global climate change to reveal whether environmental attitudes and/or connectedness with nature of tenth graders are affected. Students from German high schools (college preparatory secondary school level, 'Gymnasium') (N=114) from age 14 to 19 participated in the programme (treatment group). It consisted of two student-centred learning units on the topic of climate change. Additionally, we chose a control group of students who did not participate in the programme. To measure students' environmental attitudes and connectedness with nature, we administered the Two Major Environmental Values (2-MEV) and the Inclusion of Nature in Self scale in a pre-, post- and retention test design. The pre-test was administered 1 week before, the post-test directly after and the retention test 4 to 6 weeks after programme participation. Analyses revealed a positive long-term effect only for utilitarian values (one of the two major environmental factors of 2-MEV) which decreased significantly. Therefore, depending on the programme's content, short-term EE programmes indeed may have an influence on participants' environmental attitudes.</description><subject>Adolescents</subject><subject>Attitude Change</subject><subject>Biological and medical sciences</subject><subject>Botanical gardens</subject><subject>Climate</subject><subject>Climate change</subject><subject>Comparative Analysis</subject><subject>Control Groups</subject><subject>Course Content</subject><subject>Education</subject><subject>Educational Psychology</subject><subject>Educational research</subject><subject>Environmental conservation</subject><subject>Environmental Education</subject><subject>Environmental programs</subject><subject>Environmentalism</subject><subject>Experimental Groups</subject><subject>Flowers & plants</subject><subject>Foreign Countries</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Germany</subject><subject>Grade 10</subject><subject>Greenhouses</subject><subject>High School Students</subject><subject>Nature</subject><subject>Pedagogic Psychology</subject><subject>Plants</subject><subject>Pretests Posttests</subject><subject>Program Effectiveness</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Pupil and student. Academic achievement and failure</subject><subject>Student Attitudes</subject><subject>Students</subject><subject>Teenagers</subject><issn>0256-2928</issn><issn>1878-5174</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2013</creationdate><recordtype>article</recordtype><sourceid>BENPR</sourceid><recordid>eNp9UF1rFTEQDUXBa-0P8EEIiI-rM_ncfZRyq5aCL_Z5yWYndS-32WuSrfTfm3YvVV8KMwzJOXPOcBh7i_ARAeynjCBQNPDYWjdwwjbY2rbRaNULtgGhTSM60b5ir3PeAQgpO7lhh20I5Evmc-COYzO6e07xbkpzvKVY3J7TuHhXpjnyKRZKd_X34VHrf54rZSrLSJm7OHI_x1h1aYyUM_89lZ88urIkesNeBrfPdHacp-z6Yvvj_Gtz9f3Lt_PPV42XHZTGWEsI2IXBobJGm2FELVw9eyRtlVPG62Hw0DkalAYVuqCww3YYwUqgQZ6y96vuIc2_Fsql381LitWyr7lULexMW1m4snyac04U-kOabl267xH6h2D7NdgeHlvrHurOh6Oyy97tQ3LRT_lpUViDsrWq8t6tPEqTf4K3lwjSKGMrLlY8VyzeUPrnwmfMj6K7XOb011TqFrW08g9zXpxK</recordid><startdate>20130901</startdate><enddate>20130901</enddate><creator>Sellmann, Daniela</creator><creator>Bogner, Franz X.</creator><general>Springer</general><general>Springer Netherlands</general><general>Instituto Superior de Psicologia Aplicada</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>88B</scope><scope>8A4</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>M0P</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PSYQQ</scope><scope>Q9U</scope></search><sort><creationdate>20130901</creationdate><title>Effects of a 1-day environmental education intervention on environmental attitudes and connectedness with nature</title><author>Sellmann, Daniela ; Bogner, Franz X.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c390t-677e1019fba147656bd152a023de574a46c5bbc09aeb4504f9f41918bd0730eb3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2013</creationdate><topic>Adolescents</topic><topic>Attitude Change</topic><topic>Biological and medical sciences</topic><topic>Botanical gardens</topic><topic>Climate</topic><topic>Climate change</topic><topic>Comparative Analysis</topic><topic>Control Groups</topic><topic>Course Content</topic><topic>Education</topic><topic>Educational Psychology</topic><topic>Educational research</topic><topic>Environmental conservation</topic><topic>Environmental Education</topic><topic>Environmental programs</topic><topic>Environmentalism</topic><topic>Experimental Groups</topic><topic>Flowers & plants</topic><topic>Foreign Countries</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Germany</topic><topic>Grade 10</topic><topic>Greenhouses</topic><topic>High School Students</topic><topic>Nature</topic><topic>Pedagogic Psychology</topic><topic>Plants</topic><topic>Pretests Posttests</topic><topic>Program Effectiveness</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Pupil and student. Academic achievement and failure</topic><topic>Student Attitudes</topic><topic>Students</topic><topic>Teenagers</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Sellmann, Daniela</creatorcontrib><creatorcontrib>Bogner, Franz X.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Education Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><jtitle>European journal of psychology of education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Sellmann, Daniela</au><au>Bogner, Franz X.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1036467</ericid><atitle>Effects of a 1-day environmental education intervention on environmental attitudes and connectedness with nature</atitle><jtitle>European journal of psychology of education</jtitle><stitle>Eur J Psychol Educ</stitle><date>2013-09-01</date><risdate>2013</risdate><volume>28</volume><issue>3</issue><spage>1077</spage><epage>1086</epage><pages>1077-1086</pages><issn>0256-2928</issn><eissn>1878-5174</eissn><abstract>Besides cognitive learning effects, short-term environmental education (EE) is often regarded as ineffective in intervening with participants' environmental attitudes and behaviour. However, in Germany, school classes often participate in such 1-day EE programmes because they better match the school curriculum in contrast to longer (residential) programmes. We therefore monitored a 1-day outreach EE programme on global climate change to reveal whether environmental attitudes and/or connectedness with nature of tenth graders are affected. Students from German high schools (college preparatory secondary school level, 'Gymnasium') (N=114) from age 14 to 19 participated in the programme (treatment group). It consisted of two student-centred learning units on the topic of climate change. Additionally, we chose a control group of students who did not participate in the programme. To measure students' environmental attitudes and connectedness with nature, we administered the Two Major Environmental Values (2-MEV) and the Inclusion of Nature in Self scale in a pre-, post- and retention test design. The pre-test was administered 1 week before, the post-test directly after and the retention test 4 to 6 weeks after programme participation. Analyses revealed a positive long-term effect only for utilitarian values (one of the two major environmental factors of 2-MEV) which decreased significantly. Therefore, depending on the programme's content, short-term EE programmes indeed may have an influence on participants' environmental attitudes.</abstract><cop>Dordrecht</cop><pub>Springer</pub><doi>10.1007/s10212-012-0155-0</doi><tpages>10</tpages></addata></record> |
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| subjects | Adolescents Attitude Change Biological and medical sciences Botanical gardens Climate Climate change Comparative Analysis Control Groups Course Content Education Educational Psychology Educational research Environmental conservation Environmental Education Environmental programs Environmentalism Experimental Groups Flowers & plants Foreign Countries Fundamental and applied biological sciences. Psychology Germany Grade 10 Greenhouses High School Students Nature Pedagogic Psychology Plants Pretests Posttests Program Effectiveness Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Student Attitudes Students Teenagers |
| title | Effects of a 1-day environmental education intervention on environmental attitudes and connectedness with nature |
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