Influence of ‘green school certification’ on students' environmental literacy and adoption of sustainable practice by schools

Goldman, Daphne; Ayalon, Ofira; Baum, Dorit; Weiss, Bell

doi:10.1016/j.jclepro.2018.02.176

Cited by 75 publications

(62 citation statements)

References 23 publications

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“…Finally, a main strand of environmental education has focused on the “whole school” approach, generating international and national certification systems [ 67 ]. From this perspective, the terms green schools, eco-schools, enviro-schools, and even sustainable schools are used interchangeably to reflect an approach where the curriculum, the school management, and the community are involved in providing students with environmental education [ 68 ]. For example, as of 2019, the UNESCO international certification program recognized 59,000 schools in 68 countries as “eco-schools” [ 69 ].…”

Section: Environmental and Sustainability Educationmentioning

confidence: 99%

“…Different schools currently implement various programs to implement some of the theoretical principles of positive education [ 74 ] or environmental education [ 68 ]. Some leading schools even implement programs imparting both of these types of knowledge, sometimes separately without any connections between the programs, and at other times embracing the holistic concept of a “living school” that inherently integrates both sets of concepts while focusing holistically on humans’ wellbeing [ 16 , 75 ].…”

Section: Positive Sustainability Education: An Integrative Approacmentioning

confidence: 99%

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Promoting Sustainable Wellbeing: Integrating Positive Psychology and Environmental Sustainability in Education

Ronen

Kerret

2020

IJERPH

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This article proposes an integrative policy approach to defining and promoting wellbeing through the joint lenses of positive psychology and environmental sustainability. The study suggests that while both positive education and environmental education address various aspects of wellbeing, a common definition is still absent. The study proposes a framework for advancing a mutual concept of wellbeing: “sustainable wellbeing”, integrating aspects of individual wellbeing and the wellbeing of the environment. Sustainable wellbeing is achieved when improving individual wellbeing is correlated with improving the wellbeing of other members of society and the natural environment. It suggests a framework for integrating the benefits of positive education and environmental education into a coherent approach for exploring, discussing, and experiencing sustainable wellbeing. The paper mainly develops, explores, and demonstrates ten rules for implementing sustainable wellbeing literacy in schools, based on cognitive behavioral therapy and positive psychology insights. It contributes to the development and understanding of wellbeing, highlights the benefits of parallel developments of two distinct educational fields, and offers practical guidelines for implementing educational programs. Furthermore, the paper contributes to developing 21st century educational systems and further develops the emerging field of positive sustainability.

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Section: Environmental and Sustainability Educationmentioning

confidence: 99%

Section: Positive Sustainability Education: An Integrative Approacmentioning

confidence: 99%

Promoting Sustainable Wellbeing: Integrating Positive Psychology and Environmental Sustainability in Education

Ronen

Kerret

2020

IJERPH

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“…Not surprisingly, support for recycling is the environmentally supportive behaviour conducted most frequently, as found in many studies (e.g. Goldman et al 2018). Country-level distribution is also relevant.…”

Section: Pro-environmental Behaviour In the Context Of Environmental mentioning

confidence: 74%

Education for Environmental Citizenship and Responsible Environmental Behaviour

Goldman

Hansmann

Činčera

et al. 2020

Environmental Discourses in Science Education

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The notion of Environmental Citizenship embodies behaviour – an actively involved citizen who exercises his/her environmental rights and obligations in the private and public spheres. Education for Environmental Citizenship implies behavioural change; its goal is to facilitate an individual’s intellectual growth (cognitive domain) and emotional capacity (affective domain) that may lead to a critical and actively engaged individual. Human behaviour is overwhelmingly sophisticated, and what shapes pro-environmental behaviour is complex and context specific. Furthermore, empirical research indicates a discrepancy between possessing environmental knowledge and environmentally supportive attitudes and behaving pro-environmentally. The point of departure of this chapter is that the social and psychological study of behaviour has much to inform the study of environmental behaviour and, deriving from this, to inform regarding the type of education towards behaviour/action in the goal of sustainable socioecological transformation. The chapter focuses on internal (psychosocial) factors. It presents selected models regarding factors influencing behavioural decisions that are acknowledged as influential theoretical frameworks for investigating pro-environmental behaviour, as well as various theories that inform these models. These are categorised into knowledge-based models; attitude-, value- and norm-oriented models; skills, self-efficacy and situational factors; and new approaches to environmental behaviour models. The chapter concludes with suggestions for Education for Environmental Citizenship deriving from the various models.

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“…Meaningful learning emphasizes student-centered learning through social relations and multiple social roles and process-based assessment [4]. The teacher has to create a learning setting, a more authentic -learning place with an authentic situation [5].…”

Section: Introductionmentioning

confidence: 99%

The Level of Inquiry among Preservice Biology Teachers

Mashfufah¹,

Nurkamto²,

Sajidan³

et al. 2020

ujer

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Inquiry-based learning becomes a necessity to fulfill 21st-century learning. The students are expected to be able to respond toward all changes around them and are skilled at solving problems in daily life. However, what is the mastery level of each inquiry cycle by biology preservice teachers? They need to master a variety of inquiry skills. Thus, they have the readiness to present their students' meaningful learning experiences through problem-oriented learning. The purpose of the study is to find out the mastery level of sixth levels of inquiry, which adapts from Wenning. The research method used is survey techniques. The questionnaire consists of the description of five stages on the sixth-level of inquiry. Participants required to choose Yes or No option if he/she does or not the step along with inquiry-based learning. Involved participants are 65 preservice biology teachers. Further research is developing the learning strategy based on the level of inquiry. The result shows that discovery learning and interactive demonstration at a high level, inquiry lesson and inquiry laboratory at the middle level, and Real-world application and hypothetical inquiry at the low level.

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Influence of ‘green school certification’ on students' environmental literacy and adoption of sustainable practice by schools

Cited by 75 publications

References 23 publications

Promoting Sustainable Wellbeing: Integrating Positive Psychology and Environmental Sustainability in Education

Promoting Sustainable Wellbeing: Integrating Positive Psychology and Environmental Sustainability in Education

Education for Environmental Citizenship and Responsible Environmental Behaviour

The Level of Inquiry among Preservice Biology Teachers

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