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Sustainability
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Monitoring and Intervening with Adolescent Green Attitudes and Values
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Monitoring and Intervening with Adolescent Green Attitudes and Values

A special issue of Sustainability (ISSN 2071-1050).

Deadline for manuscript submissions: closed (15 February 2020) | Viewed by 21489

Special Issue Editor

Prof. Dr. Franz X. Bogner

E-Mail Website
Guest Editor
Chair of Biology Education, Director of the Z-MNU (Centre of Maths & Science Education), University of Bayreuth, University Campus, NW-1, D-95447 Bayreuth, Germany
Interests: environmental education (EE); education for sustainable development (ESD); inquiry-based learning; VR-/AR-learning
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Given the current striving for sustainability and the corresponding paradigm shift, a concerted action in form of a special issue about environmental attitudes and values may help to put the pieces together to a smooth mosaic. During the last three decades, just two main models were repeatedly and independently confirmed, the NEP and the 2-MEV. Both provide a commonly agreed empirical basis for 1) comparing individual socio-demographic studies, and 2) comparing outcomes of short- and long-term educational programmes. On the bases of original empirical research this upcoming special issue is planning to publish educational applications of both measurement initiatives. The deadline for manuscript submission is set until 15 February 2020.

Prof. Dr. Franz X. Bogner
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • attitudes
  • values
  • literacy
  • inquiry-based intervention module
  • outreach learning
  • fascination

Published Papers (5 papers)

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Research

19 pages, 1437 KiB  
Article
The Relation between Knowledge Acquisition and Environmental Values within the Scope of a Biodiversity Learning Module
by Jennifer Schneiderhan-Opel and Franz X. Bogner
Sustainability 2020, 12(5), 2036; https://doi.org/10.3390/su12052036 - 6 Mar 2020
Cited by 23 | Viewed by 4293
Abstract
Global biodiversity declines at unprecedented rates, mainly due to human-induced environmental change. Biodiversity conservation is, thus, highly dependent on responsible and sustainable citizenship. Educational efforts are regarded as an important means to foster awareness and pro-environmental behavior. The present study monitors two factors [...] Read more.
Global biodiversity declines at unprecedented rates, mainly due to human-induced environmental change. Biodiversity conservation is, thus, highly dependent on responsible and sustainable citizenship. Educational efforts are regarded as an important means to foster awareness and pro-environmental behavior. The present study monitors two factors considered to be particularly relevant for promoting sustainable behavior: cognitive knowledge and environmental values. 205 students (Mage = 15.3) participated in a biodiversity education module including a citizen science (CS) activity on DNA barcoding. With a pre-post-retention design, we measured cognitive achievement and environmental values, which are expressed by environmental utilization (UTL) and preservation (PRE) as well as the appreciation for nature (APR). Overall, we found positive relations between knowledge and PRE as well as APR, whereas UTL was negatively related to knowledge. In the whole module and the sub-modules, cognitive achievement followed the usual pattern, with a substantial short-term knowledge increase from pre-test (T0) to post-test (T1) following a moderate decrease in the retention test (T2). Unexpectedly, a considerable sub-sample (n = 103) deviated from the assumed knowledge drop at T2 and showed an additional knowledge gain in a sub-module directly focusing on the CS activity. Students in this sub-sample revealed significantly higher PRE and APR scores compared to the rest of the students. We discuss these findings in relation to the implications for educational CS. Full article
(This article belongs to the Special Issue Monitoring and Intervening with Adolescent Green Attitudes and Values)
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14 pages, 1600 KiB  
Article
Between Science Education and Environmental Education: How Science Motivation Relates to Environmental Values
by Mona L. Schönfelder and Franz X. Bogner
Sustainability 2020, 12(5), 1968; https://doi.org/10.3390/su12051968 - 4 Mar 2020
Cited by 16 | Viewed by 4798
Abstract
Science education and environmental education are important gates to prepare the next generation for our society’s current and upcoming challenges. While in the informal sector, environmental education acts independently, on the formal side, science education hosts environmental issues within its interdisciplinary context. As [...] Read more.
Science education and environmental education are important gates to prepare the next generation for our society’s current and upcoming challenges. While in the informal sector, environmental education acts independently, on the formal side, science education hosts environmental issues within its interdisciplinary context. As both educational efforts traditionally bear different emphases, the question may arise of whether formal science classes can act as an appropriate host. Against the background of the declining motivation to learn science in secondary school, possible synergies between both educational efforts may have vanished. For an investigation of such linkages between science motivation and environmental perception, we monitored adolescents’ motivation to learn sciences and their environmental values. By analyzing data from 429 Irish secondary school students, we reconfirmed existing scales by using confirmatory factor analysis (CFA) and investigated potential relations via SEM. Besides gender differences, we identified a significant relationship between positive ‘green’ attitude sets and the individual motivation to learn science—positive environmental preferences predict a high science motivation, primarily intrinsic motivation. Taking advantage of this relationship, individual motivation may find support from environmental educational initiatives with the focus on green values. Especially girls, who evidentially tend to have a lower motivation in science learning, may be addressed in that way. Full article
(This article belongs to the Special Issue Monitoring and Intervening with Adolescent Green Attitudes and Values)
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11 pages, 557 KiB  
Article
Students’ Care for Dogs, Environmental Attitudes, and Behaviour
by Gregor Torkar, Tina Fabijan and Franz X. Bogner
Sustainability 2020, 12(4), 1317; https://doi.org/10.3390/su12041317 - 11 Feb 2020
Cited by 10 | Viewed by 3417
Abstract
Does the act of caring for a dog have a substantial connection to the environmental values and behaviours of children? The scientific current literature contains little empirical research regarding the effect of pet ownership on environmental attitudes and behaviours in children. The Two [...] Read more.
Does the act of caring for a dog have a substantial connection to the environmental values and behaviours of children? The scientific current literature contains little empirical research regarding the effect of pet ownership on environmental attitudes and behaviours in children. The Two Factor Model of Environmental Values (2-MEV) scale and the General Ecological Behaviour (GEB) scale were applied to measure environmental attitudes/values and ecological behaviours aligned with the Children’s Care for Dogs Questionnaire (CTDQ) to measure individual care for dogs. The subjects were Slovenian adolescents in primary education and lower secondary education. A clear relationship emerged: students that reported a better level of care for their pet dogs tended to engage in more environmentally responsible behaviours. Preservation and utilization attitudes had no significant influence on caring for a dog. Female students tended to report better care for dogs and practiced environmental behaviour more often. Younger students scored higher on the preservation values and practiced environmental behaviour more often. Overall, this study provides an evidence-based framework for educational initiatives that aim to include long-term care for animals. This study proposes a method with which educational programs could achieve the goal of fostering environmental behaviours. Full article
(This article belongs to the Special Issue Monitoring and Intervening with Adolescent Green Attitudes and Values)
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15 pages, 2343 KiB  
Article
Green Awareness in Action—How Energy Conservation Action Forces on Environmental Knowledge, Values and Behaviour in Adolescents’ School Life
by Michaela Maurer, Pavlos Koulouris and Franz X. Bogner
Sustainability 2020, 12(3), 955; https://doi.org/10.3390/su12030955 - 28 Jan 2020
Cited by 20 | Viewed by 5634
Abstract
Affordable, reliable, sustainable and modern energy consumption is a crucial goal of the Agenda 2030. To raise each citizen’s awareness for more effective energy consumptions, proper education is necessary. The classroom project GAIA (Green Awareness in Action) was designed to change energy consumption [...] Read more.
Affordable, reliable, sustainable and modern energy consumption is a crucial goal of the Agenda 2030. To raise each citizen’s awareness for more effective energy consumptions, proper education is necessary. The classroom project GAIA (Green Awareness in Action) was designed to change energy consumption patterns to pursue green behaviour. The class-wise aim was to improve schools’ CO2-balance and to promote environmentally sustainable behaviour without impacting school life quality. Our target group were sixth graders (N = 132, M = 11.03, SD ± 0.23, 53.4% = girls) of one Greek school. To monitor the project’s effect, a pre- and post-test design was applied to measure environmental literacy regarding environmental knowledge, attitudes/values and behaviour. A regression analysis revealed that students with poor previous knowledge reached higher learning effects compared to those with good previous knowledge. Related to the environmental knowledge types, an ANCOVA analysis revealed a knowledge gain in action-related and effectiveness knowledge. The overall learning effect correlates positively with pro-environmental preference (high scores in preservation, low scores in utilisation) and negatively with weak pro-environmental preferences. Anthropocentric (utilitarian) preferences primarily focussing on nature exploitation have considerably decreased. The project illustrates how far individual behaviour can be targeted in green educational initiatives. Full article
(This article belongs to the Special Issue Monitoring and Intervening with Adolescent Green Attitudes and Values)
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14 pages, 1855 KiB  
Article
Environmental Values and Technology Preferences of First-Year University Students
by Alexandra Stöckert and Franz X. Bogner
Sustainability 2020, 12(1), 62; https://doi.org/10.3390/su12010062 - 19 Dec 2019
Cited by 3 | Viewed by 2935
Abstract
Environmental and technological preferences correlate. Both are empirically accessible via established instruments such as the Two Major Environmental Value model (2-MEV) with “preservation” (PRE) and “utilization” (UTL), and the technology questionnaire with “interest in technology” (INT) and “social aspects of technology” (SOC). Additionally, [...] Read more.
Environmental and technological preferences correlate. Both are empirically accessible via established instruments such as the Two Major Environmental Value model (2-MEV) with “preservation” (PRE) and “utilization” (UTL), and the technology questionnaire with “interest in technology” (INT) and “social aspects of technology” (SOC). Additionally, “appreciation of nature” (APR) was monitored with a seven-item scale. We used these instruments to assess the preferences of freshmen in five different areas of study (law, economics, science, pedagogy, cultural studies). All subsequent analyses unveiled positive relations between appreciation and preservation, between the two technology subscales, as well as between utilization and social aspects of technology. Negative relationships appeared between preservation and utilization, preservation and both technology factors, as well as appreciation and social aspects of technology. In all subsamples, preservers (individuals with preservation preferences) showed little interest in technology or its social aspects; utilizers scored high in social aspects of technology, whereas appreciators displayed no interest in it. The freshmen’s areas of study seem to predict consistent tendencies to (biocentric) preservation or (anthropocentric) utilization. Moreover, females were more likely to preserve and appreciate nature whereas males preferred utilization along with interest in technology as well as in the social implications of technology. The observed differences can be used to develop new and improve existing educational programs; recommendations are discussed. Full article
(This article belongs to the Special Issue Monitoring and Intervening with Adolescent Green Attitudes and Values)
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