Umwelterziehung in der Schule

Research in environmental education and Education for Sustainable Development in Germany: the state of the art

“…Large differences between the 1985 and 1991 surveys demonstrated that the amount of environmental education strongly increased in that the natural sciences and geography were no longer the only subjects covering environmental issues. In the 1996 follow-up study (Rode et al, 2001), and in a 2003 regional study (Seybold & Rieß, 2005), an increase in the number of disciplines in which environmental topics were taught was confirmed. On the basis of these results it can be concluded that, for the last 15 years, environmental topics have increasingly spread throughout the whole range of school disciplines, and are no longer limited to subjects such as geography and political education.…”

“…Eulefeld et al, 1988), whereas in 1991 and 1996 data were only collected from the 15-year-olds (e.g. Eulefeld et al, 1993;Rode et al, 2001).…”

“…• fundamental/general effects of environmental education in schools (Rode et al, 2001); • effects of school building measures on environmental awareness (Knörzer, 2004); • effects of specific teaching processes regarding environmental education (Kroß, 1995;Baisch & Schrenk, 2005); (Eulefeld et al, 1993, p. 132) • effects of media use in teaching and learning in environmental education (Graf, 1995;Graf & Klee, 1997); • effects of extra-curricular educational programmes (Elgar et al, 1992;Bogner, 1999Bogner, , 2002Bogner & Wiseman, 1998Haase, 2004).…”

“…Fundamental/general effects of environmental education in schools Rode et al, 2001. In the study by Rode et al (2001), the effects of different independent variables (e.g. the cooperation of the school with outside institutions and actors) of environmental education at school on dependent variables (e.g.…”

Air Quality Measurements and Education: Improving Environmental Awareness of High School Students

“…According to modern concepts of environmental education, this includes environmental knowledge as well as aspects of environmental attitude and environmental behavior (de Haan and Kuckartz, 1996). It has been shown that the mere teaching of environmental knowledge in the form of information about pollutants and sensor principles is a basic prerequisite, but this alone is not sufficient to generate a change in environmental behavior (Szagun et al, 1994;Milton et al, 1995;Rode, 2001). Among other things, this can be attributed to the principle of "inert knowledge" (Renkl et al, 1996).…”