Do Environmental Education School Coordinators Have a Mission?

Šimonová, Petra; Činčera, Jan

doi:10.1515/dcse-2016-0002

Cited by 4 publications

(1 citation statement)

References 24 publications

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“…Studies on children’s environmental protection behaviours have primarily relied on questionnaires ( Rioux, 2011 ; Cavaliere et al, 2018 ; Wang et al, 2021 ) and interviews ( Schneller et al, 2015 ; Kos et al, 2016 ; Simonová and Cincera, 2016 ; Yeşilyurt al., 2020), and have examined the impact of environmental education on their awareness of environmental protection. They have however not satisfactorily explored whether this impact on awareness or knowledge is reflected in children’s behaviours.…”

Section: Discussionmentioning

confidence: 99%

The Influence of Various Role Models on Children’s Pro-environmental Behaviours

2022

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Although most schoolchildren can dispose of their own litter, they are typically not sensitive to environmental issues in the school’s public areas. How do we improve children’s sensitivity to public environments and cultivate pro-environmental behaviours? Based on Bandura’s social learning theory, this study explored the effects of various role models (teachers and peers) on the pro-environmental behaviours of children aged 7–13. A field study was conducted in which examples of postprandial garbage disposal behaviours were provided using role models and the subsequent behaviours of the children were observed. We located the experiment in a real educational context and manipulated the type of role model (teacher or peer) and the behaviour being modelled (positive behaviours involving picking up litter or negative behaviours involving littering). The results showed that different role models had different effects on the subjects’ pro-environmental behaviours. Only positive demonstration by teachers significantly improved the subjects’ pro-environmental behaviours, that is, teachers’ picking up of garbage in front of children significantly improved the children’s attention to the environment and their adoption of pro-environmental behaviours. Positive demonstration by peers, negative demonstration by teachers and negative demonstration by peers had no impact on the children’s pro-environmental behaviours. The results demonstrate that teachers must be mindful of their role as role models in the educational environment and facilitate students’ development of pro-environmental behaviours.

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Section: Discussionmentioning

confidence: 99%

The Influence of Various Role Models on Children’s Pro-environmental Behaviours

2022

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The leadership role of teachers and environment club coordinators in promoting ecocentrism in secondary schools: Teachers as exemplars of environmental education

Smith

2020

Aust. J. environ. educ.

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This study of Naessian ecocentrism and anthropocentrism in three environment club coordinators/science teachers, their colleagues and some parents at three secondary schools uses deep ecology and relational fields as primary frameworks for open-ended interviews. The findings reveal new insights into the affective, cognitive and behavioural characteristics of coordinators who enhance environmental education in their schools. The work presents preliminary data on leadership among sustainability coordinators who run environment clubs. It fills a gap in the literature by showing that in addition to environmental educators requiring knowledge and attitudes regarding sustainability practices, affective qualities like connectedness and love for the environment may be important to their success as sustainability exemplars. Teachers emerge as sustainability exemplars in a relational field to implement sustainability across the secondary curriculum, galvanise students, teachers and parents to connect to the Earth, and help students, teachers and parents move away from anthropocentrism. Findings suggest that if schools commit resources and time to the coordinator’s role, students experience significant benefits by becoming closer to the Earth and more empowered to act for the environment in ways consistent with deep ecology.

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Philosophy of Sustainable Development, Polish Perspective

Zygmunt¹

2016

Discourse and Communication for Sustainable Education

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The aim of the present paper is to awake awareness of the term ìsustainable developmentî and show that the very term is not understood in a unilateral way. A discrepancy of perception and thus understanding of the notion of sustainability blurs its meaning. Numerous scholars and researchers use the term sustainable or sustainability to refer to the area where abilities of using methods to prevent natural resources can be demonstrated. Besides, scholars and researchers, especially in Central Europe, approach sustainability in a holistic way, paying more attention to a doer (subject) than to the doerís vicinity full of natural resources (objects). Also school teachers in Poland, when given a task to explain the meaning of sustainable development, tend to underscore personal, social and intellectualsí abilities and skills of people. The teachersí observations served as catalysts to develop the presented in the paper discussion and conclusions.

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Do Environmental Education School Coordinators Have a Mission?

Cited by 4 publications

References 24 publications

The Influence of Various Role Models on Children’s Pro-environmental Behaviours

The Influence of Various Role Models on Children’s Pro-environmental Behaviours

The leadership role of teachers and environment club coordinators in promoting ecocentrism in secondary schools: Teachers as exemplars of environmental education

Philosophy of Sustainable Development, Polish Perspective

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