Umweltbezogene Einstellungen von Jugendlichen in Deutschland — Ergebnisse aus PISA 2006

Schöps, Katrin; Senkbeil, Martin; Schütte, Kerstin

doi:10.1007/978-3-531-91815-0_4

Cited by 2 publications

(10 citation statements)

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“…These studies focus either on single countries (e.g., Colombia: [22]; Flanders: [23]; Germany: [24]; Turkey: [25]), or compare particular countries with one another (e.g., USA and Canada: [26]) in order to identify relevant correlates of adolescents' EA. Taken together, these studies show similar results: important predictors of EA are scientific literacy [23,24], enjoyment of science [22,23], and engagement in science-related activities, both outside school [22,24] and within the school context [25]. These variables indicate that students with higher competence as well as students with higher interest in science also show higher degrees of EA.…”

Section: Findings From Pisa 2006 On Environmental Awarenessmentioning

confidence: 99%

“…These variables indicate that students with higher competence as well as students with higher interest in science also show higher degrees of EA. EA is also positively correlated with the occurrence of enquiry-based instruction in the science classes [22][23][24]26]. Enquiry-based instruction refers to teaching practices that encourage students to take an active part in their learning, and that help them to develop their own understanding of scientific matters [27].…”

Section: Findings From Pisa 2006 On Environmental Awarenessmentioning

confidence: 99%

“…The aim of the present study was to explore predictors of EA as well as to what extent the degree of EA and their correlates differ between countries. Furthermore, we compared our results with the PISA-2006-findings [17,[22][23][24][25][26].…”

Section: Introductionmentioning

confidence: 99%

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Still Green at Fifteen? Investigating Environmental Awareness of the PISA 2015 Population: Cross-National Differences and Correlates

et al. 2020

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The PISA studies provide unique opportunities to investigate the competencies and attitudes of 15-year-olds across the world. Past research investigating environmental awareness (EA) in PISA 2006 found associations between EA and science-related competencies and attitudes. Investigating EA in the PISA studies may have important implications for education for sustainable development (ESD): results may show which factors should be considered in educational interventions to enhance students’ EA. Cross-national analyses of EA may provide insights into the predictors of EA on a local, national or international level. This study investigates the individual, school, and country level predictors of EA in PISA 2015 (365,194 students, 12,594 schools, 53 countries). The multi-level regression analysis on EA reveals that most of the variance is located at the student level. On the individual level, variables related to science learning in school are associated with EA across all countries. This study also compares the degrees of EA in the 2006 and 2015 populations. The results show similar degrees of EA in 2006 and 2015. Altogether, the study provides cross-country evidence on important aspects that should be addressed in successful ESD programs.

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Section: Findings From Pisa 2006 On Environmental Awarenessmentioning

confidence: 99%

Section: Findings From Pisa 2006 On Environmental Awarenessmentioning

confidence: 99%

See 1 more Smart Citation

Still Green at Fifteen? Investigating Environmental Awareness of the PISA 2015 Population: Cross-National Differences and Correlates

et al. 2020

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“…Dass es einen Zusammenhang zwischen höherem Bildungshintergrund und einer Nähe zu nachhaltigen bzw. umweltbezogenen Einstellungen gibt, haben viele Studien gezeigt (Kuckartz et al 2006;Diekmann und Preisendörfer 2001;Schöps et al 2008;Hurrelmann und Albert 2006;Bertelsmann Stiftung 2009). …”

Section: Darstellung Der Ergebnisseunclassified

“…In Ös-terreich befragte Jugendliche finden konkrete Maßnahmen in den Nachhaltigkeitsdimensionen Umwelt, Soziales und Wirtschaft mehrheitlich wichtig, wobei der Umweltschutz klar im Vordergrund steht (Riepl et al 2009). Auch deutsche Jugendliche bewerten die Wichtigkeit von Umweltfragen und umweltbezogenen Maßnahmen hoch (Zubke 2006;Schöps et al 2008).…”

Section: Introductionunclassified

Jugendliche Lebensstile und Nachhaltigkeit

Leitner¹

2011

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Zusammenfassung: Im Projekt "My Life -My Style -My Future" untersuchten SchülerInnen zweier sechster Klassen von zwei Wiener Schulen mit sozialwissenschaftlichen Methoden ihre eigenen und die Lebensstile anderer Jugendlicher. In diesem Artikel werden quantitative Erkenntnisse zum Konsum-und Kommunikationsverhalten, zu allgemeinen, auch nachhaltigkeitsrelevanten, Werthaltungen der ca. 1000 befragten 10-bis 19-jährigen Jugendlichen präsentiert und im Hinblick auf Möglichkeiten der Nachhaltigkeitskommunikation für Jugendliche diskutiert. Schlüsselwörter: Nachhaltigkeit · Lebensstile · Jugendliche · Schule · Nachhaltigkeitskommunikation My Life -My Style -My Future: Juvenile Lifestyles and sustainabilityAbstract: "My Life -My Style -My Future" was a project in which pupils of two Viennese schools analysed their own lifestyles and those of other teenagers by using social research methods. The article presents quantitative results regarding consumption patterns, communication styles, values and attitudes in order to explore the potentials for sustainability-related communication strategies for young people.

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Umweltbezogene Einstellungen von Jugendlichen in Deutschland — Ergebnisse aus PISA 2006

Cited by 2 publications

References 54 publications

Still Green at Fifteen? Investigating Environmental Awareness of the PISA 2015 Population: Cross-National Differences and Correlates

Still Green at Fifteen? Investigating Environmental Awareness of the PISA 2015 Population: Cross-National Differences and Correlates

Jugendliche Lebensstile und Nachhaltigkeit

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