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Bootrach, Pradit; Thiengkamol, Nongnapas; Thiengkamol, Tanarat Khoowaranyoo
doi: 10.1080/1533015X.2015.1096223pmid: N/A
Data was collected from 403 primary school administrators in Maha Sarakham Province, Thailand, to develop causal relationship model of Administrator Characteristics (AC), Teacher Characteristics (TC) and Environmental Education Principle (EE) that affect Environmental Education Strategy (EES) through Inspiration of Public Mind for Environmental Conservation (IPM). Results revealed that AC, TC, and EE explain the variation of endogenous variables of IPM to cause EES at 0.92. IPM had highest direct effect to EES at 0.69. All exogenous variables were able to explain the variation of IPM at 0.96 and EE had the most effect to IPM with effect of 0.86.
Priest, Susanna Hornig; Greenhalgh, Ted; R. Neill, Helen; Young, Gabriel Reuben
doi: 10.1080/1533015X.2015.1096224pmid: N/A
Diffusion theory, developed and popularized within communication research by Everett Rogers, is a venerable approach with much to recommend it as a theoretical foundation for applied communication research. In developing an applied project for a home energy conservation (energy efficiency retrofit) program in the state of Nevada, we utilized key concepts from diffusion theory but also confronted its limitations. Ultimately, in this project, the diffusion of home energy conservation to individual households depended primarily not on general adoption propensity, a personality characteristic postulated by diffusion theory, or even on financial (cost-benefit) considerations, but on an environmental orientation. This result suggests revision to the diffusion of innovations idea may be needed.
Velardi, Sara Hendrickson; Folta, Elizabeth; Rickard, Laura; Kuehn, Diane
doi: 10.1080/1533015X.2015.1109484pmid: N/A
Professional development workshops enable educators to increase their knowledge in an academic subject. With the publication of The Next Generation Science Standards, teachers are expected to be cognizant in science content and inquiry-based learning. This research study looked at workshops offered by New York Project Learning Tree®, an environmental education program, using surveys and interviews with facilitators and educators. It was determined that there was a significant relationship between Secondary module workshops: 2–3 hr and how frequently curriculum was taught by educators (p <.05). This study recommends subject-focused, audience-specific, in-person workshops with online supplements as an effective framework for future workshops.
doi: 10.1080/1533015X.2015.1109485pmid: N/A
With no tangible evidence of widespread public engagement in the UK on matters relating to the environment, this article assesses the benefits of adopting the principles of key theoretical models on learning (e.g., Kolb's Experiential Model) in environmental campaigns. In addition, in order to facilitate the transition from environmental knowledge/awareness, to the adoption of proenvironmental behavior, the article reviews some of the key internal and external drivers to achieving sustained behavioral change.
doi: 10.1080/1533015X.2015.1109486pmid: N/A
Research on long-term media coverage of environmental issues has focused predominantly on English-speaking industrialized countries and on single isolated topics. This article presents a comparative analysis of the Finnish newspaper coverage of climate change and eutrophication from 1990–2014. The coverage of eutrophication showed an annual cycle with summertime peaks strongly influenced by local conditions and domestic news sources. The coverage of climate change had three distinctive peaks, influenced by several factors including international climate policy negotiations, domestic energy debates, and mild and snowless winter weather. The prospects for building public awareness of environmental issues through media representations are discussed.
Jon Schneller, Andrew; Schofield, Casey A.; Frank, Jenna; Hollister, Eliza; Mamuszka, Lauren
doi: 10.1080/1533015X.2015.1109487pmid: N/A
This article reports on a mixed methods evaluation of an indoor garden-based learning curriculum for 5th and 6th graders which incorporated aquaponics and hydroponics technologies. This study provides a better understanding of the extent to which indoor gardening technologies can be used within the formal curriculum as an effective teaching tool. Treatment group students showed statistically significant improvement in environmental knowledge scores as well as higher overall scores on environmental preservation, and in some instances, a commitment to practicing pro-environmental behaviors. Unexpected findings were found in relation to the extent to which students with learning disabilities excelled within the pedagogical design.
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