Vrednotenje otrokovih okoljskih svetovnih nazorov in skrbi

  • Gregor Torkar Faculty of Education, University of Ljubljana, Slovenia
  • Vanja Debevec Å kocjan Caves Public Service Agency, Slovenia
  • Bruce Johnson College of Education, University of Arizona, Tucson, Arizona, USA
  • Constantinos C. Manoli College of Education, University of Arizona, Tucson, Arizona, USA
Ključne besede: okoljski svetovni nazor, skrb za okolje, otroci, nova ekološka paradigma

Povzetek

Cilj raziskave je bil oceniti okoljski svetovni nazor in skrb za okolje učencev od četrtega do sedmega razreda v Sloveniji. Lestvica nove ekološke paradigme za otroke je bila prevedena in validirana za uporabo s slovenskimi osnovnošolci (N = 310). Učence smo tudi spraševali o njihovi skrbi za okolje (z uporabo lestvice okoljskih motivov) in zastavljali demografska vprašanja. Za Lestvico nove ekološke paradigme je bila izvedena potrditvena faktorska analiza s pomočjo programske opreme AMOS, ki je potrdila tridimenzionalni model z desetimi trditvami. Študentje so pokazali najvišje soglasje s trditvami v faktorju pravice narave, najnižje pa s faktorjem človeška izjemnost. Odnos do okolja se je od četrtega do sedmega razreda poslabšal, medtem ko so učenci v višjih razredih pokazali bolj altruistično skrb za okolje. Razlike med spoloma niso bile statistično pomembne za njihove okoljske svetovne nazore in skrbi. Izsledki kažejo, da je okoljska skrb za biosfero v pozitivni korelaciji s faktorji pravice narave in vera v ekološko krizo ter v negativni korelaciji s faktorjem človeška izjemnost. Nova ekološka paradigma nam bo omogočila vrednotenje izobraževalnih programov za otroke v Sloveniji.

Prenosi

Podatki o prenosih še niso na voljo.

Literatura

Ärlemalm-Hagsér, E. (2013). Respect for nature – A prescription for developing environmental awareness in preschool. Center for Educational Policy Studies Journal, 3(1), 25–44.

Bogner, F. X., & Wiseman, M. (2006). Adolescents’ attitudes towards nature and environment: Quantifying the 2-MEV model. Environmentalist, 26(4), 247–254.

Boeve-de Pauw, J., Donche, V., & Van Petegem, P. (2011). Adolescents’ environmental worldview and personality: An explorative study. Journal of Environmental Psychology, 31(2), 109–117.

Blaikie, N. W. (1992). The nature and origins of ecological world views: An Australian study. Social Science Quarterly, 73(1), 144–65.

Brennan, A. (1994). Environmental literacy and educational ideal. Environmental values, 3(1), 3–16.

Bruni, C. M., Chance, R. C., & Schultz, P. W. (2012). Measuring values-based environmental concerns in children: An environmental motives scale. The Journal of Environmental Education, 43(1), 1–15.

Clayton, S., & Myers, G. (2009). Conservation psychology. Understanding and promoting human care for nature. Wiley-Blackwell.

Collado, S., Staats, H., & Corraliza, J. A. (2013). Experiencing nature in children’s summer camps: Affective, cognitive and behavioural consequences. Journal of Environmental Psychology, 33, 37–44.

Davidson, D. J., & Freudenburg, W. R. (1996). Gender and environmental risk concerns. Environment and Behavior, 28(3), 302–339.

De Dominicis, S., Schultz, P., & Bonaiuto, M. (2017). Protecting the environment for self-interested reasons: Altruism is not the only pathway to sustainability. Frontiers in Psychology, 8, 1065.

De Groot, J. I., & Steg, L. (2007). Value orientations and environmental beliefs in five countries: Validity of an instrument to measure egoistic, altruistic and biospheric value orientations. Journal of Cross-Cultural Psychology, 38(3), 318–332.

Dunlap, R. E., & Van Liere, K. D. (1978). The “new environmental paradigmâ€. The Journal of Environmental Education, 9(4), 10–19.

Dunlap, R. E., Van Liere, K. D., Mertig, A. G., & Jones, R. E. (2000). New trends in measuring environmental attitudes: Measuring endorsement of the new ecological paradigm: A revised NEP scale. Journal of Social Issues, 56(3), 425–442.

Evans, G. W., Brauchle, G., Haq, A., Stecker, R., Wong, K., & Shapiro, E. (2007). Young children’s environmental attitudes and behaviors. Environment and Behavior, 39(5), 635–658.

Eurydice. (2018). Slovenia Overview. https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/slovenia_en

Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Harvard University Press.

Harrison, G. M. (2019). Validity evidence against the children’s new ecological paradigm scale. The Journal of Environmental Education, 1–13.

Izadpanahi, P., & Tucker, R. (2018). NEP (Children@School): An instrument for measuring environmental attitudes in middle childhood. Australian Journal of Environmental Education, 34(1), 61–79.

Johnson, B., & Manoli, C. C. (2010). The 2-MEV scale in the United States: a measure of children's environmental attitudes based on the theory of ecological attitude. The Journal of Environmental Education, 42(2), 84–97.

Kibbe, A., Bogner, F. X., & Kaiser, F. G. (2014). Exploitative vs. appreciative use of nature–Two interpretations of utilization and their relevance for environmental education. Studies in Educational Evaluation, 41, 106–112.

Kollmuss, A., & Agyeman, J. (2002). Mind the gap: why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239–260.

Krek, J. (Ed.) (2011). White paper on education in the republic of Slovenia. Ministry of Education and Sport.

Liefländer, A. K., & Bogner, F. X. (2014). The effects of children’s age and sex on acquiring pro-environmental attitudes through environmental education. The Journal of Environmental Education, 45(2), 105–117.

Manoli, C. C., Johnson, B., & Dunlap, R. E. (2007). Assessing children's environmental worldviews: Modifying and validating the New Ecological Paradigm Scale for use with children. The Journal of Environmental Education, 38(4), 3–13.

Palmer, J., & Neal, P. (1994). The handbook of environmental education. Routledge.

Boeve-de Pauw, J., Donche, V., & Van Petegem, P. (2011). Adolescents’ environmental worldview and personality: An explorative study. Journal of Environmental Psychology, 31(2), 109–117.

Selby, D. (2017). Education for sustainable development, nature and vernacular learning. Center for Educational Policy Studies Journal, 7(1), 9–27.

Schultz, P. W. (2000). New environmental theories – Empathizing with nature: The effects of Perspective taking on concern for environmental issues. Journal of Social Issues, 56(3), 391–406.

Schultz, P. W. (2001). The structure of environmental concern: Concern for self, other people, and the biosphere. Journal of Environmental Psychology, 21(4), 327–339.

Schultz, P. W., Shriver, C., Tabanico, J. J., & Khazian, A. M. (2004). Implicit connections with nature. Journal of Environmental Psychology, 24(1), 31–42.

Schultz, P. W., Gouveia, V. V., Cameron, L. D., Tankha, G., Schmuck, P., & Franek, M. (2005). Values and their relationship to environmental concern and conservation behavior. Journal of Cross-Cultural Psychology, 36(4), 457–475.

Schwartz, S. H., & Howard, J. A. (1981). A normative decision-making model of altruism. In P. J. Rushton & R. M. Sorrentino (Eds.), Altruism and helping behavior: Social, personality, and developmental perspectives (pp. 189–211). Lawrence Erlbaum.

Stern, P. C., Dietz, T., & Kalof, L. (1993). Value orientations, gender, and environmental concern. Environment and Behavior, 25(5), 322–348.

Stern, P. C., & Dietz, T. (1994). The value basis of environmental concern. Journal of Social Issues, 50(3), 65–84.

Šorgo, A., & Kamenšek, A. (2012). Implementation of a curriculum for environmental education as education for sustainable development in Slovenian upper secondary schools. Energy Education Science and Technology Part B: Social and Educational Studies, 4(2), 1067–1076.

Torkar, G. (2014). Learning experiences that produce environmentally active and informed minds. NJAS-Wageningen Journal of Life Sciences, 69, 49–55.

Torkar, G. (2016). Secondary school students’ environmental concerns and attitudes toward forest ecosystem services: Implications for biodiversity education. International Journal of Environmental and Science Education 11(18), 11019–11031.

Torkar, G., & Bogner, F. X. (2019). Environmental values and environmental concern. Environmental Education Research, 1–12.

Wu, L. (2012). Exploring the new ecological paradigm scale for gauging children’s environmental attitudes in China. The Journal of Environmental Education, 43(2), 107–120.

Xiao, C., & McCright, A. M. (2015). Gender differences in environmental concern: Revisiting the institutional trust hypothesis in the USA. Environment and Behavior, 47(1), 17–37.

Objavljeno
2021-03-25
Kako citirati
Torkar, G., Debevec, V., Johnson, B., & Manoli, C. C. (2021). Vrednotenje otrokovih okoljskih svetovnih nazorov in skrbi. Revija Centra Za študij Edukacijskih Strategij , 11(1), 49–65. https://doi.org/10.26529/cepsj.793