Entwicklung eines Messinstrumentes zur Erfassung von Umweltwissen auf der Basis des MRCML-Modells

Kaiser, Florian G.; Frick, Jacqueline

doi:10.1026//0012-1924.48.4.181

Cited by 35 publications

(41 citation statements)

References 17 publications

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“…Knowledge about environmental issues is thought to be a precondition for meaningful pro-environmental behavior and its transmission is considered a key component and criterion for successful implementation of environmental education programs (UNESCO, 2005; Heimlich and Ardoin, 2008; Kaiser et al, 2008). A moderate, positive influence of domain-specific environmental knowledge has been reported in early research on pro-environmental behavior (Hines et al, 1987) and was replicated in various studies since (Kaiser and Frick, 2002; Frick et al, 2004; Meinhold and Malkus, 2005; Geiger et al, 2014, 2018). Other studies have found very small cross-sectional relationships (Roczen et al, 2013; Braun and Dierkes, 2017; Otto and Pensini, 2017) and the limited use of knowledge interventions on behavior change has been discussed since the seminal paper of Kollmuss and Agyeman (2002).…”

Section: Introduction: the Role Of Knowledge In Pro-environmental Behmentioning

confidence: 63%

“…To advance systematic research on the role and structure of environmental knowledge in according behavior, objective instruments are indispensable, even if their development is more complex, as they have to be validated for veridicality, content, uniqueness of correct answers, difficulty levels of adequate distractors (false answer options) or are based on highly ecologically valid simulation tasks (Passafaro et al, 2016). This study contributes to this endeavor with the actualization and advancement of such an instrument based on existing instruments (Kaiser and Frick, 2002; Geiger et al, 2014; Braun and Dierkes, 2017).…”

Section: Introduction: the Role Of Knowledge In Pro-environmental Behmentioning

confidence: 99%

“…When it has, only one study found marginally better fit parameters for the three factor model (Frick et al, 2004). One study found no difference (Kaiser and Frick, 2002) and further studies did not explicitly test different alternatives (Roczen et al, 2013; Geiger et al, 2014; Liefländer et al, 2015). Taken this sparse evidence, it remains unclear whether a multifaceted structure of environmental knowledge, although theoretically plausible, is an empirically warranted, appropriate model of people’s actual knowledge.…”

Section: Introduction: the Role Of Knowledge In Pro-environmental Behmentioning

confidence: 99%

See 2 more Smart Citations

Environment-Specific vs. General Knowledge and Their Role in Pro-environmental Behavior

2019

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Environmental knowledge has been established as a behavior-distal, but necessary antecedent of pro-environmental behavior. The magnitude of its effect is difficult to estimate due to methodological deficits and variability of measures proposed in the literature. This paper addresses these methodological issues with an updated, comprehensive and objective test of environmental knowledge spanning a broad variety of current environment related topics. In a multivariate study ( n = 214), latent data modeling was employed to explore the internal factor structure of environmental knowledge, its relationship with general knowledge and explanatory power on pro-environmental behavior. We tested competing factor models and uncovered a general factor of environmental knowledge. The main novel finding of the study concerns its relationship with general knowledge. Employing an established test of general knowledge to measure crystallized intelligence revealed a near perfect relationship between environmental and general knowledge. This general knowledge (including the environmental domain) accounted for 7% of the variance in environmentally significant behavior. Age, additionally to acquired education, emerged as a common predictor for both general knowledge and environmentally significant behavior. We discuss the consequences of the strong relation between general and environmental knowledge and provide a possible explanation for the positive age-environmental conservation relationship reported in the literature.

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Section: Introduction: the Role Of Knowledge In Pro-environmental Behmentioning

confidence: 63%

Section: Introduction: the Role Of Knowledge In Pro-environmental Behmentioning

confidence: 99%

Section: Introduction: the Role Of Knowledge In Pro-environmental Behmentioning

confidence: 99%

See 1 more Smart Citation

Environment-Specific vs. General Knowledge and Their Role in Pro-environmental Behavior

2019

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“…Therefore, IRT modelling allows one to gain valid insights into learners' knowledge and competences and is frequently used in current educational research (e.g., [23][24][25]). However, apart from a few exceptions that have used IRT modelling [26][27][28], most studies evaluating knowledge about Sustainable Development issues did not use IRT-modelling for data analysis. This accounts for studies evaluating knowledge of the SDGs [29], climate change [30][31][32], or biodiversity [33].…”

Section: Introductionmentioning

confidence: 99%

Knowledge of Student Teachers on Sustainable Land Use Issues–Knowledge Types Relevant for Teacher Education

Richter-Beuschel

Bögeholz

2020

Sustainability

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For restructuring educational processes and institutions toward Sustainable Development, teachers’ knowledge and competences are crucial. Due to the high relevance of teachers’ content knowledge, this study aimed to (i) assess Sustainable Development-relevant knowledge by differentiating between situational, conceptual and procedural knowledge, (ii) find out via item response theory modelling how these theoretically distinguished knowledge types can be empirically supported, and (iii) link the knowledge dimension(s) to related constructs. We developed a paper-and-pencil test to assess these three knowledge types (N = 314). A two-dimensional structure that combines situational and conceptual knowledge and that distinguishes situational/conceptual knowledge from procedural knowledge, fits the data best (EAP/PV situational/conceptual: 0.63; EAP/PV procedural: 0.67). Student teachers at master level outperformed bachelor level students in situational/conceptual knowledge but master level students did not differ from students at bachelor level regarding procedural knowledge. We observed only slight correlations between the two knowledge dimensions and the content-related motivational orientations of professional action competence. Student teachers’ deficits in procedural knowledge can be attributed to the small number of Education for Sustainable Development-relevant courses attended. Systematically fostering procedural knowledge in teacher education could promote achieving cognitive learning objectives associated with Sustainable Development Goals in the long term.

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“…Cognitive knowledge about environmental issues commonly is regarded as essential to value its context and importance as well as to reach individual behavior dimensions [8]. In environmental psychology research, knowledge is even commonly regarded as a determinant of conservation behavior [9].…”

Section: Introductionmentioning

confidence: 99%

Learning about Drinking Water: How Important are the Three Dimensions of Knowledge that Can Change Individual Behavior?

2014

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Clean drinking water, our most important resource, needs comprehensive protection. Due to its ubiquitous availability, the awareness of the importance of clean drinking water has partially vanished. Therefore, sensitizing within this context and improving individual ecological behavior has become an important issue in science curricula. We developed a student-centered guided-learning module based on nine workstations, with the themes: occurrence rates, purification methods, cleaning guidelines, distribution patterns, use and consumption, pollution, problems, types of drinking water and virtual water. One hundred and seventy four ninth to eleventh graders participated in our outreach intervention. All tasks presented via workstations were completed before participants inspected a nearby reed sewage treatment plant and completed hands-on experiments. For empirical analyses, we collected the newly acquired knowledge in three dimensions: system-knowledge, action-related knowledge and effectiveness knowledge, which together are assumed to provide a sufficient basis for conservation behavior. System knowledge directly affects action-related and effectiveness knowledge and these two types of knowledge, in turn, affect directly the ecological behavior. At all three test schedules, the three dimensions of knowledge correlated with each other, especially in both follow-up tests. The relevance of these results for schools is discussed.

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Entwicklung eines Messinstrumentes zur Erfassung von Umweltwissen auf der Basis des MRCML-Modells

Cited by 35 publications

References 17 publications

Environment-Specific vs. General Knowledge and Their Role in Pro-environmental Behavior

Environment-Specific vs. General Knowledge and Their Role in Pro-environmental Behavior

Knowledge of Student Teachers on Sustainable Land Use Issues–Knowledge Types Relevant for Teacher Education

Learning about Drinking Water: How Important are the Three Dimensions of Knowledge that Can Change Individual Behavior?

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