The role played by age on children's pro-ecological behaviors: An exploratory analysis

Collado, Sílvia; Evans, Gary W.; Corraliza, José Antonio; Sorrel, Miguel A.

doi:10.1016/j.jenvp.2015.09.006

Cited by 42 publications

(49 citation statements)

References 49 publications

(17 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The first issue is that there are still researchers that resort to investigating pro-environmental behaviors with general measures that encompass a mixture of various pro-environmental actions [69][70][71]. This is problematic because different pro-environmental behaviors have different availability for different individuals [60].…”

Section: Implications and Future Directionsmentioning

confidence: 99%

What Works for Whom? Investigating Adolescents’ Pro-Environmental Behaviors

Poškus

2020

Sustainability

View full text Add to dashboard Cite

Pro-environmental behavior has been extensively studied using general models of predicting behavior; however, these models have very limited value in making inferences about individuals. To address this shortcoming, a person-oriented investigation of five pro-environmental behaviors differing in complexity was carried out using a clustering approach. A total of 863 adolescents (mean age 15.72 (SD = 1.1), 53.5% female) filled in the Big Five Inventory and measures of recycling, water conservation, electricity conservation, sustainable consumption, and sustainable transportation use based on an extended model of the Theory of Planned Behavior (TPB). TPB models were investigated in empirically derived clusters of individuals that differ by their personality traits. The results suggest that individuals in different personality clusters could be reached effectively through different means when trying to promote pro-environmental behaviors and different pro-environmental behaviors should not be regarded as homogeneous.

show abstract

Section: Implications and Future Directionsmentioning

confidence: 99%

What Works for Whom? Investigating Adolescents’ Pro-Environmental Behaviors

Poškus

2020

Sustainability

View full text Add to dashboard Cite

show abstract

“…Obviously, this theoretical paradigm is not clear and requires more detailed analysis [19]. So far, research has been very limited in terms of analyzing the connection between the development of the biological notion and environmental awareness [9].…”

Section: Discussionmentioning

confidence: 99%

“…A problem with this theoretical discussion lies in the fact that very little research has been carried out on the emergence and development of environmental awareness in early childhood, let alone studies relating this to biological understanding and conceptual development in young children [19]. Furthermore, a constraint shared by much of the existing research is the use of cross-cutting designs to address issues of change in development.…”

Section: Introductionmentioning

confidence: 99%

Environmental Awareness and Its Relationship with the Concept of the Living Being: A Longitudinal Study

2018

View full text Add to dashboard Cite

Abstract:There is currently a growing theoretical discussion about the foundations that underlie the development of environmental awareness and nature care in early childhood. The aim of this study is to analyze how the environmental concerns of young children emerge and evolve during early childhood and whether these concerns are connected to an understanding of the biological notion of the living being. This study is designed to address methodological limitations of previous studies through a longitudinal axis and an extensive age sample. A sample of 178 children between the ages of four and nine participated at two different testing times for a period of one year. The methodology includes the categorization of various images of living beings and inert entities in order to analyze their understanding of living organisms. Dilemmas involving environmental, moral and socio-conventional situations are presented to examine and compare how young children view transgressions against plant life. The results reveal that young children's judgments about environmental behaviors may arise before the development of an understanding of the concept of the living being. It is therefore proposed that this type of understanding does not support environmental awareness. Previous research indicates that complex biological concepts may be successfully introduced at the preschool age, provided that suitable educational interventions are designed for the initial stages of education. In this regard, there is evidence that a basic understanding of the issue of the ecological interactions among organisms may be achieved in the preschool years.

show abstract

“…Actualmente existe un consenso generalizado sobre la necesidad de promover actitudes y comportamientos ambientales en la población, de manera que se tomen -o se presione para que se tomen-medidas tendientes a disminuir el efecto de las actividades humanas en la naturaleza, o al menos que no perjudiquen al ambiente (López, Álvarez, González y García, 2014). Este interés ha generado investigaciones y discusiones teóricas sobre la importancia, viabilidad y la forma de desarrollar la educación ambiental en los primeros años de escolaridad (Collado, Evans, Corraliza y Sorrel, 2015). Particularmente, es notoria la necesidad de conocer cómo piensan y qué sienten los niños sobre las cuestiones ambientales y de qué manera la razón y el afecto se convierten en acciones.…”

Section: La Educación Ambiental En La Escuela Primariaunclassified

Matemos al bicho: la huerta escolar como escenario educativo para la argumentación y la toma de decisiones

Guerrero

Peñaloza

2020

Bio-grafía

View full text Add to dashboard Cite

El huerto escolar ha sido una estrategia ampliamente utilizada como recurso didáctico para la enseñanza de la biología y para la educación ambiental. Este artículo de investigación explora las posibilidades de dicho escenario educativo para plantear dilemas éticos y ambientales en los que se relacionan intereses y beneficios, y que implican decisiones sobre la vida y la muerte de un organismo. Para esto se llevó a cabo una investigación con estudiantes de los grados tercero (n = 21) y sexto (n = 42) de educación básica, quienes se involucraron en el cultivo de una huerta y en discusiones sobre dilemas en torno a la conservación o erradicación de un insecto en la huerta. A través de las justificaciones de sus decisiones, se evidencian las posibilidades que tiene este escenario para el desarrollo de las habilidades argumentativas y de toma de decisiones. Los hallazgos sugieren que los estudiantes privilegian el dominio afectivo sobre el cognitivo en sus justificaciones, es decir, que los estudiantes no incluyen frecuentemente conceptos biológicos en las razones que son parte de sus argumentos.

show abstract

The role played by age on children's pro-ecological behaviors: An exploratory analysis

Cited by 42 publications

References 49 publications

What Works for Whom? Investigating Adolescents’ Pro-Environmental Behaviors

What Works for Whom? Investigating Adolescents’ Pro-Environmental Behaviors

Environmental Awareness and Its Relationship with the Concept of the Living Being: A Longitudinal Study

Matemos al bicho: la huerta escolar como escenario educativo para la argumentación y la toma de decisiones

Contact Info

Product

Resources

About