Relationship Between Environmental Knowledge and Environmental Attitude of High School Students

Bradley, Jennifer; Waliczek, Tina M.; Zajicek, Jayne M.

doi:10.1080/00958969909601873

Cited by 420 publications

(278 citation statements)

References 10 publications

Supporting

Mentioning

228

Contrasting

Unclassified

Order By: Relevance

“…As opinions take time to cultivate and are shaped by many influences, it is naïve to think a lecture of 45 min will miraculously reverse those opinions. A study by Bradley et al (1999) indicates that attitudes related to environmental issues can be influenced by improving knowledge following a 10-day environmental science course and further investigation incorporating more precise instruction over a longer time period would enhance understanding with regard to opinion cultivation.…”

Section: Development Of Opinionmentioning

confidence: 99%

Opinions and Knowledge About Climate Change Science in High School Students

Harker-Schuch

Henriksen

2013

AMBIO

View full text Add to dashboard Cite

This study investigates the influence of knowledge on opinions about climate change in the emerging adults' age group (16-17 years). Furthermore, the effects of a lecture in climate change science on knowledge and opinions were assessed. A survey was conducted in Austria and Denmark on 188 students in national and international schools before and after a lecture in climate change science. The results show that knowledge about climate change science significantly affects opinions about climate change. Students with a higher number of correct answers are more likely to have the opinion that humans are causing climate change and that both individuals and governments are responsible for addressing climate change. The lecture in climate change science significantly improved knowledge development but did not affect opinions. Knowledge was improved by 11 % after the lecture. However, the percentage of correct answers was still below 60 % indicating an urgent need for improving climate change science education.

show abstract

Section: Development Of Opinionmentioning

confidence: 99%

Opinions and Knowledge About Climate Change Science in High School Students

Harker-Schuch

Henriksen

2013

AMBIO

View full text Add to dashboard Cite

show abstract

“…Third, measures of knowledge about the environment and sustainability are very situation-specific and time-specific, and thus have not been consistently applied (e.g. Bradley et al, 1999;Gambro & Switzky, 1996;Kuhlemeier et al, 1999). For this study, environmental knowledge questions were similar to Meffe's (1994) and Dunning's (1997) questions about current human population, rate of population growth, number of species on earth and rate of species extinction.…”

Section: Q2mentioning

confidence: 99%

“…There is evidence that required environmentrelated courses make a positive improvement in environmental knowledge, attitudes, intentions and behaviour (Benton, 1993;Bradley et al, 1999;Kinsey & Wheatley, 1984;Mangas et al, 1997;Smith-Sebasto, 1995), but opinions are varied about whether these changes are spurious, sufficient, or lasting (Benton, 1993;Strauss, 1995;Zelezny, 1999). Relevant issues in this debate include the style of teaching (Lord, 1999;Maniates, 1993;Orr, 1990) and course setting (Zelezny, 1999).…”

Section: Introductionmentioning

confidence: 99%

“…Exploratory studies tend to use demographic characteristics for segmentation, but more sophisticated models use other psychographic and behavioural variables, such as learner needs and attitudes (Machauer & Morgner, 2000;Rowley et al, 1997;Urbonavicius & Kasnauskiene, 2005). In environmental education studies, attitudes are a key determinant of environment-friendly intentions and behaviours (Bradley et al, 1999;Hines et al, 1987), and thus can be helpful in segmenting students.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A Novel Approach to Deepen Understanding of Undergraduates' Environmental Backgrounds

Hvenegaard

2007

International Research in Geographical and Environmental Educat

View full text Add to dashboard Cite

Universities often lack a detailed understanding of the environmental backgrounds of their students. One way to improve understanding is through segmentation, which breaks down a population into groups of people with similar characteristics. This study aims to use segmentation to determine groups within the student population, based on environmental attitudes, and compare these groups in terms of environmental knowledge, activities, information sources and demographic characteristics. This study of undergraduate students identified six groups, with varying levels of support for the New Environmental Paradigm (NEP). Factor scores varied among groups with similar NEP scores. Student groups with high NEP scores used more information sources, participated in more environment-friendly activities and were more likely to be female than those with low scores. Environmental knowledge using four indicators was not significantly correlated to attitude groups. The most used information sources were from various electronic and print media.

show abstract

“…A survey was developed in 2011 as part of a study to measure these outcome by using a single-group pre-test/post-test design with the pretest acting as the control group and has been administered in each successive semester on a voluntary basis to all students enrolled in the course. 21 Though a summary is provided here, a description of the study, including details of the survey, as well as preliminary results were previously published. 1,18 In general, the study is designed to measure the role of the course in clarifying the students' perceptions of the broad or holistic nature of engineering problem solving and design, and in fact, of engineering careers in general, as well as to positively impact their attitudes toward studies and careers in engineering.…”

Section: Course Effectiveness: Student Attitude Survey Ranking and Frmentioning

confidence: 99%

Innovating Engineering Curriculum for First-year Retention

Chapman

Wultsch

DeWaters

et al.

2015 ASEE Annual Conference and Exposition Proceedings

View full text Add to dashboard Cite

Michael Ramsdell is an Assistant Professor of Physics and Director of First Year Physics at Clarkson University. He has over ten years of experience in the design, implementation, and assessment of laboratory curriculum within introductory physics courses. He has also developed, refined and taught a Pre-Freshman Physics course designed to assist student s with the transition to post-secondary education. He is a Co-Director of the NYS STEP Program, IMPETUS which provides economically disadvantaged students the opportunity to pursue their interest in math and science though educational summer camps, workshops, school-year tutoring and mentoring programs. He has helped provide numerous students and teachers with the opportunity to integrate STEM disciplines using real-world problem solving strategies through teacher/coach training institutes and contest coordination. He is the Adirondack Regional Science Olympiad Coordinator. Robert Prout Jaspersohn, Clarkson UniversityRobert Jaspersohn is a PhD candidate in Physics at Clarkson University, where he received his master's degree, also in Physics. He received his bachelor's degree at the University of Massachusetts, Amherst, in Astronomy, in 2006.c American Society for Engineering Education, 2015 Page 26.967.1 Innovating Engineering Curriculum for First-Year Retention AbstractAn ongoing effort to improve retention rates for first-and second-year engineering students at Clarkson University has resulted in the modernization of the curriculum including 1) the design, development, and rollout of a new course that emphasizes the links between engineering and society for first-year students, and 2) the introduction of a more flexible first year curriculum that offers two paths for incoming First-Year Engineering (FYE) students. The new course was piloted in Spring 2011, has grown into a key element of the modernized curriculum, and was made required for all first-year engineering students beginning in the 2014/15 academic year. In the context of engagement as much as retention, significant changes have been made to the new course curriculum to increase the active learning opportunities offered to the students as well as to link the various elements of the course (e.g., class activities, team-based design project, and summative assessments) to the engineering challenges facing engineers and society today. ABET assessment results demonstrate that the students are not only meeting expectations for the course but also for several key "ABET Criterion 3. Student Outcomes" through the exploration and study of real-world engineering and technological problems. The course addresses ABET criteria (c), (d), (f), (g), (h), and (j); recent assessment results will be presented for (c), (f), and (h), which are emphasized in the course. The impacts of the course on the students' attitudes towards engineering are being assessed with a combination of qualitative and quantitative approaches, including the administration of a survey each semester at the beginning (pre survey) and at the end...

show abstract

Relationship Between Environmental Knowledge and Environmental Attitude of High School Students

Cited by 420 publications

References 10 publications

Opinions and Knowledge About Climate Change Science in High School Students

Opinions and Knowledge About Climate Change Science in High School Students

A Novel Approach to Deepen Understanding of Undergraduates' Environmental Backgrounds

Innovating Engineering Curriculum for First-year Retention

Contact Info

Product

Resources

About