Let’s read green! A comparison between approaches in different disciplines to enhance preservice teachers’ environmental attitudes

Ezpeleta, Antonio Martín; Martínez-Urbano, Patricio; Sanz, Yolanda Echegoyen

doi:10.1080/13504622.2022.2050186

Cited by 8 publications

(3 citation statements)

References 60 publications

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“…While they have positive environmental attitudes, their knowledge and actions are inadequate. Similar to prior research, this study found that future educators understand ecological issues and are willing to take action to protect the planet; the results of Martin-Ezpeleta et al (2022) and Echegoyen-Sanz and Martín-Ezpeleta (2021) also strengthen the current study results. The study results are strengthened by the findings of the study conducted by Ozonur (2021); the researcher found a statistical difference between male and female prospective teachers regarding environmental awareness.…”

Section: Discussionsupporting

confidence: 87%

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Knowledge, Attitude and Behavioral Components of Environmental Literacy: Perceptions of Prospective Teachers for Quality Education in Lahore

Azba Zafar,

Tahira Mannan,

Hussain

2024

JoEED

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The study aimed to analyze the knowledge, attitude, and behavioral components of environmental literacy of prospective teachers for quality education in District Lahore. The objective of this study was to assess the ecological literacy of future teachers in terms of the information, attitudes, and behaviors they possess. The methodology employed in this investigation was a quantitative one. A convenient selection sample of 325 graduate aspiring educators at Lahore's 13 public universities enrolled in teacher education programs was chosen. Two tools were employed in this investigation. The survey was broken up into two sections. Section A contains fundamental demographic information, while Section B is subdivided into Environmental Knowledge (EK), Environmental Attitudes (EA), and Environmental Behaviors (EB) categories, respectively. This study found that prospective educators have a moderate level of ecological literacy. The survey found that male prospective teachers were more literate than their female counterparts, but there was no discernible gender gap in environmental literacy. Future educators do have favorable perspectives and actions toward the environment. No significant gender differences in prospective teachers' attitudes or actions were discovered. It is suggested that colleges and universities that prepare future educators must include environmental studies.

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Section: Discussionsupporting

confidence: 87%

“…No statistically significant difference was found in the environmental attitude of male and female prospective teachers. Martin-Ezpeleta et al (2022) and Gökmen (2021) explored the same results in their studies. In 2013, Sadik and Sadik (2014) did an analogous study that probed aspiring educators' heads, hearts, and hands.…”

Section: Discussionmentioning

confidence: 82%

Knowledge, Attitude and Behavioral Components of Environmental Literacy: Perceptions of Prospective Teachers for Quality Education in Lahore

Azba Zafar,

Tahira Mannan,

Hussain

2024

JoEED

View full text Add to dashboard Cite

show abstract

“…They need natural resources for their play and search for materials such as rocks, stones, leaves, or sticks. In their search, they directly encounter nature and what it offers and become aware of different ecosystems and biodiversity (Martín-Ezpeleta et al, 2022). Despite this multifaceted structure, none of the studies examine their reflection on the Turkish education program.…”

Section: Introductionmentioning

confidence: 99%

The Connection Between Forest School and Preschool Programs: A Comparison Study

AYDEMİR,

YİĞİT GENÇTEN

2023

ENAD

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The forest school approach, implemented in an increasing number of schools globally, offers opportunities for children to explore and engage in activities in natural settings. In the preschool period, considered critical for children's overall development at the beginning of their lives, being intertwined with nature supports children’s becoming active learners. In early years education, in this manner, programs are formed based on children's developmental and individual needs through the Preschool Education Program developed by the Ministry of National Education and implemented in 2013 to engage students actively. As all early-year institutions in Turkey are required to follow the guidelines in this program, this study aims to examine the connection between the program and the forest school approach to highlight similarities and differences so that the place of the forest school approach in the program can be understood. The data consisted of program documents and an extensive literature review on the forest school approach. In addition, in order to analyze the data, we engaged in document analysis. Results showed that the preschool program and the forest school approach coincided. Therefore, it is suggested that preschool programs in early years classrooms should include more nature-related activities.

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Does information about environmental considerations affect Chinese and UK consumers’ purchase intentions for traced foods? A path analysis

Jin,

Matsuoka,

Yue

et al. 2024

Environ Dev Sustain

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Consumers are increasingly focused on making sustainable food choices, necessitating transparent and trusted systems for providing sustainability information. This can be implemented, for instance, through application of traceability systems that “carry” sustainability information about production and distribution. Currently, the literature on traceability mainly addresses consumer perceptions regarding the benefits of traceability concerning food safety and recalls. This research assessed consumers’ perceptions of the benefits of tracing food sustainability information in relation to purchase decisions. Data were collected using online surveys in China (n = 1515) and the UK (n = 1656). Path analysis indicated that higher perceived benefits of tracing sustainability information had small positive impacts on purchase intentions in both countries, with these being more pronounced for traced beef compared to milk and apples. The impacts of perceived environmental benefits on purchase intentions were partially mediated by perceptions of improved food safety and quality. This indirect influence was more prominent among UK respondents, implying potentially stronger safety and quality “halo” effects associated with environmental sustainability information compared to Chinese respondents. Stronger pro-environmental attitudes and greater perceived environmental threats linked to food production correlated with higher perceived environmental benefits of tracing food sustainability information and purchase intentions for traced foods in both countries. Positive correlations between pro-environmental attitudes and perceived environmental threats were only observed for UK respondents, suggesting that environmental issues related to food production might be more integrated into the general environmental attitudes of UK respondents. Implications for marketing strategies and policymaking are proposed considering diverse consumer responses to traced foods between the UK and China, food categories, and socio-demographic groups.

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Let’s read green! A comparison between approaches in different disciplines to enhance preservice teachers’ environmental attitudes

Cited by 8 publications

References 60 publications

Knowledge, Attitude and Behavioral Components of Environmental Literacy: Perceptions of Prospective Teachers for Quality Education in Lahore

Knowledge, Attitude and Behavioral Components of Environmental Literacy: Perceptions of Prospective Teachers for Quality Education in Lahore

The Connection Between Forest School and Preschool Programs: A Comparison Study

Does information about environmental considerations affect Chinese and UK consumers’ purchase intentions for traced foods? A path analysis

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