Environmental Education Research Bulletin Issue 4
The following summaries are available in Environmental Education Research Bulletin Issue 4:
- Smith et al. (2012) found that both injunctive norms (perceptions of what others think one should do) and descriptive norms (perceptions of what others actually do) influence environmental intentions.
- Boyes and Stanisstreet (2012) suggest that environmental education should target specific actions to encourage environmental behaviors effectively.
- Matthies et al. (2012) highlight the role of parental behavior in developing behavior-specific environmental norms in children, using recycling and re-use behavior as an example.
- Ceaser (2012) presents a case study of a school promoting environmental action through critical environmental education, focusing on urban farming.
- Darner (2012) conducted a study testing self-determination theory as a guide to fostering environmental motivation and found that a course decreased students' lack of motivation for pro-environmental behavior.
- Erdogan et al. (2012) developed and validated the Children's Responsible Environmental Behavior Scale to measure children's behavior.
- Arslan et al. (2012) developed a three-tier diagnostic test to assess pre-service teachers' misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain.
- Skibins et al. (2012) suggest that more research is needed to identify best practices in interpretation.
- Brandstädter et al. (2012) explore different concept-mapping practices to assess system thinking in science education.
- Johnson et al. (2012) found a positive relationship between place-based learning and improvements in environmental quality.
Sense of Place
- Ardoin et al. (2012) conducted a confirmatory factor analysis to explore the dimensions of place, providing a holistic framework for understanding sense of place.
- Wynveen et al. (2012) found that natural area visitors ascribe place meaning and place attachment to marine settings.
- Cakici and Bayir (2012) used role play to develop children's views of the nature of science.
- McGregor (2012) conducted a pilot study using drama to re-invigorate elementary science pedagogy for young children.
- McMahon (2012) conducted case studies on interactive whole-class teaching in primary science, emphasizing the communicative approach and pedagogic purposes.
- Porter et al. (2012) compared the effectiveness of a classroom teacher and an outside presenter for climate change education.
- Shepardson et al. (2012) emphasize the need for a holistic understanding of the climate system to effectively conceptualize climate change in climate and environmental education.
- Smetana and Bell (2012) reviewed the literature on computer simulations to support science instruction and learning.
- Van Winkle (2012) compared the cognitive load and learning outcomes of audio tours and guided tours.
- Berland and Lee (2012) studied small-group argumentation and identified certain student behaviors that help move groups from arguments to consensus.
- Ernst and Tornabene (2012) examined the perceptions of preservice early childhood educators regarding outdoor settings as learning environments.
- Lambert et al. (2012) assessed elementary science methods students' understanding of global climate change after climate training.
- Puk and Stibbards (2012) explored systemic ecological illiteracy and the act of thought in higher learning.
- Biggers and Forbes (2012) investigated the balance between teacher and student roles in elementary classrooms and how preservice elementary teachers learn about the inquiry continuum.
- Ojala (2012) found that hope plays an important role in engaging young people in environmental issues.
- Ojala (2012) studied children's coping strategies, engagement, and well-being in the face of global climate change.