Significant Life Experiences and Formative Influences on the Development of Adults’ Environmental Awareness in the UK, Australia and Canada

Palmer, Joy; Suggate, Jennifer; Robottom, Ian; Hart, Paul

doi:10.1080/1350462990050205

Cited by 135 publications

(92 citation statements)

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“…In previous SLE research, the most commonly applied methodology was the formation of categories of formative influences by the researcher and allocation of participants' statements to the categories (Arnold, Cohen, & Warner, 2009;Chawla, 1998b;Hsu, 2009;Palmer, 1993;Palmer, Suggate, Bajd, Hart, et al, 1998;Palmer et al, 1999;Peterson, 1982;Sward, 1999;Tanner, 1980). Following are some examples of the commonly applied methodologies in SLE research: (a) Tanner (1980) used an openended survey.…”

Section: Developing Categories Based On the Level Of Interactions Betmentioning

confidence: 99%

“…Most previous SLE research focused on analyzing results that were obtained from predefined samples of environmental activists or educators (Chawla, 1998b;Chawla, 1999;Corcoran, 1999;James, 1993;Palmer, 1993;Palmer & Suggate, 1996;Palmer, Suggate, Bajd, Hart, et al, 1998;Palmer, Suggate, Bajd, & Tsauki, 1998;Palmer et al, 1999;Sward, 1999;Tanner, 1980). Hsu (2009) moved beyond this approach and compared environmental activists to non-activists by a-priori differentiating between the two groups.…”

Section: Analyzing Differences Between People In Their Responsivenessmentioning

confidence: 99%

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Factors Influencing Adults’ Environmental Attitudes and Behaviors and the Role of Environmental Schools in Influencing Their Communities

Eilam

Trop

2012

Education and Urban Society

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The present study revisits a subfield of environmental education: significant life experiences, which studies the influences that shape the development of environmental stewardship. In the present study, we examine the effect of various formative experiences on a group of adults and analyze the role of school, as a formative influence on the parents of the students. By employing factor analysis, we were able to differentiate between groups of variables influencing attitudes and those influencing behavior. Cluster analysis enabled us to differentiate between types of respondents in accordance to their responsiveness to influencing experiences. The results draw attention to (a) the different pathways by which environmental attitudes and behaviors are influenced; (b) the important role of the inner self ("personality") in organizing and giving meaning to all other formative influences; and (c) the effectiveness of environmental schools in urban communities in Israel, in influencing the behavior of students' parents.

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Section: Developing Categories Based On the Level Of Interactions Betmentioning

confidence: 99%

Section: Analyzing Differences Between People In Their Responsivenessmentioning

confidence: 99%

Factors Influencing Adults’ Environmental Attitudes and Behaviors and the Role of Environmental Schools in Influencing Their Communities

Eilam

Trop

2012

Education and Urban Society

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“…A study conducted in Australia, Canada, and the UK, (Palmer, Suggate, Robottom, & Hart, 1999) identified influential people (family, other adults and teachers), childhood experiences of nature and work as the most significant factors that led educators toward EE. Remarkably, these are exactly the main reasons given by Tess and Ned for their enthusiasm for EE.…”

Section: Phase Two -Collaborating Science Educatorsmentioning

confidence: 99%

“…At first glance their stories seem quite different -Ted recalled childhood experiences while Ness attributed her commitment to EE to influential people in her adult life and work. But according to Palmer et al (1999) childhood experiences, influential people and work are three of the most significant factors leading to interest and commitment to EE. Ted and Ness' stories should have resonance for the STSE framework, and for secondary science teaching practice.…”

Section: Implication #6: An Ee Current Is Needed In the Stse Frameworkmentioning

confidence: 99%

Shifting Currents: Science Technology Society and Environment in Northern Ontario Schools

Steele

2013

Brock Education Journal

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“…4. La verdadera conciencia ambiental requiere de un contacto de los estudiantes con el medio ambiente y sus problemáticas (Palmer, 1998;Palmer, Suggate, Robottom y Hart, 1999) y que dicha interacción permita el desarrollo de una alfabetización en la adquisición de competencias respetuosas "con", "sobre", "para" y "en" el medio ambiente.…”

Section: Introductionunclassified

Evaluando la formación virtual en sensibilización ambiental para sectores profesionales

2016

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Resumen:En este trabajo se evalúa un programa de formación virtual (AULAVEA) centrado en la sensibilización ambiental de colectivos profesionales de sectores primarios diversos como cocina, albañilería y gestión de residuos, entre otros. En dicho programa participó una muestra internacional de estudiantes del ámbito iberoamericano seleccionados previamente. Tras una revisión de los antecedentes en esta línea de investigación se describe la plataforma diseñada al efecto. Para la evaluación de la oferta formativa se utilizó un cuestionario centrado en dimensiones propias de la evaluación de programas. El trabajo aporta una parrilla de criterios empíricos de evaluación de la calidad del modelo formativo e-learning. Los resultados evidencian un alto nivel de satisfacción con el curso implementado, consiguiendo capacitar para el desarrollo de competencias ambientales, si bien se considera que incluye una excesiva densidad informativa. Abstract:In this paper a virtual training program (AULAVEA) that focused on environmental awareness of various professional groups such as cooks, builders and waste management workers, among others, was evaluated. An international sample of Latin American students was selected to participate from among a large number of applicants. Following a review of the background to this research, a platform designed for this purpose is described. To assess the training offered, a questionnaire was used concentrating on dimensions appropriate for the evaluation of training. The study provides a grid of empirical criteria in order to evaluate the quality of e-learning training model. Its results show a high level of satisfaction with the course given, which succeeded in enabling the development of environmental skills, although it was considered to include an excessive density of information. We Evaluando la formación virtual en sensibilización ambiental para sectores profesionales albeRto MaRtínez-villaR, josé gutiéRRez-PéRez y F . Keywords:Environmental Education; Sustainability; blended learning; ICT; virtual education.Se concluye planteando diversas acciones de mejora para iniciativas como esta. Palabras clave: Educación Ambiental; Sostenibilidad; aprendizaje mixto; TIC; educación virtual. Résumé:Cet article présente un programme de formation virtuelle (AULAVEA) axé sur la sensibilisation environnementale des groupes professionnels de divers secteurs tels que la cuisine, la maçonnerie et la gestion des déchets, parmi autres. Dans le programme ont participé des étudiants latino-américains. L'échantillon des étudiants a été dûment sélectionné. après une révision bibliographique sur ce sujet, l'article décrit le programme qui a été mis au point et utilisé dans notre recherche. Ensuite on passe á la phase d'évaluation du programme. Pour cette tâche on a utilisé un questionnaire mettant l'accent sur les dimensions spécifiques d'évaluation de programmes. Le travail fournit une grille de critères empiriques pour évaluer la qualité du modèle de formation e-learning Les résultats obtenus montrent un niv...

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Significant Life Experiences and Formative Influences on the Development of Adults’ Environmental Awareness in the UK, Australia and Canada

Cited by 135 publications

References 4 publications

Factors Influencing Adults’ Environmental Attitudes and Behaviors and the Role of Environmental Schools in Influencing Their Communities

Factors Influencing Adults’ Environmental Attitudes and Behaviors and the Role of Environmental Schools in Influencing Their Communities

Shifting Currents: Science Technology Society and Environment in Northern Ontario Schools

Evaluando la formación virtual en sensibilización ambiental para sectores profesionales

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