Knowledge, Affect, and the Environment: 15 Years of Research (1979–1993)

Abstract

The current review examined the relationship among knowledge, affect, and environmental education that has emerged in the last 15 years from research on classroom-type settings and applications. Despite methodological and statistical problems, an association between knowledge and affect has surfaced, , along with prominent sex differences and a suggestion of ethnic variation. However, the nature of this relationship is still unclear. Given that both knowledge and affect are necessary for active participation in environmental concerns, more research is needed to determine how existing attitudes Muence knowledge acquisition and how knowledge influences attitudes. The potential of television, with its unique attitudinal properties, was also examined in relation to environmental education. oncerns over the environment have gained increased

Gender Differences in Attitudes toward Environmental Science

“…In this study there were no significant gender differences found in environmental knowledge, however other studies have reported gender differences, with males scoring higher in environmental knowledge (Chawla, 1998; Coyle, 2004; Kollmuss & Agyerman, 2002; Tikka et al, 2000; Zimmerman, 1996). There were also no significant differences found in self‐reported behaviors or comfort levels.…”

A Critical Analysis of Research in Environmental Education

“…However, 'awareness' of what remains a problem. According to a review of environmental knowledge and affect by Zimmerman (1996), knowledge and affect are related. We simply don't know how.…”

The Effect of a Brief Environmental Problems Module on Endorsement of the New Ecological Paradigm in College Students

“…When compared with control data, data from students receiving the educational module showed significant increases in NEP endorsement that declined somewhat with time but remained significantly greater after 3 semesters. In contrast, retention of knowledge from the module showed a predictable decrease over time.KEY WORDS: environmental attitudes, NEP scale, environmental awareness he emerging concerns of both local and global environmental problems over the past several decades have given rise to a broad array of educational programs in primary and secondary schools (e.g., Leeming, Dwyer, Porter, & Cobern, 1993;Rickinson, 2001;Zimmermann, 1996). The implicit goal of such programs has been to create an electorate that is better informed on environmental issues and, thus, better able to make appropriate decisions that have an effect on ecological problems.…”