Constantinos C. Manoli

Assessing Children's Environmental Worldviews: Modifying and Validating the New Ecological Paradigm Scale for Use With Children

The authors revised and validated the New Ecological Paradigm (NEP) Scale for use with upper elementary students. Researchers use the NEP Scale extensively with adults, but it was not designed for children. Interviews with 5th grade students helped the authors revise the NEP Scale for use with children. The authors spent 2 years validating the modified instrument with larger numbers of students. After analyzing their results, the authors suggest that a 3-dimensional modified NEP Scale for Children, with 10 instead of 15 items and revised wording, is appropriate for use with children aged 10-12 years.

The 2-MEV Scale in the United States: A Measure of Children's Environmental Attitudes Based on the Theory of Ecological Attitude

The Environmental (2-MEV) Scale questionnaire was developed in Europe to measure adolescents’ attitudes and gauge the effectiveness of educational programs. It also formed the basis for the Theory of Ecological Attitudes. In the present four-year study, the 2-MEV Scale was modified for use with 9–12-year-old children in the United States. Initial results led to wording revisions and elimination of some items. Confirmatory Factor Analyses indicated that the remaining items fit the Theory of Ecological Attitude well. The Revised 2-MEV Scale was able to measure statistically significant changes in the environmental attitudes of participants in earth education programs but not in a control group. The Revised ENV Scale can be used to evaluate programs and to investigate the relationship between environmental attitudes and other variables.

Using Bogner and Wiseman's Model of Ecological Values to Measure the Impact of an Earth Education Programme on Children's Environmental Perceptions.

Investigating the effects of educational programmes on children’s environmental perceptions has been hampered by the lack of good theoretical models and valid instruments. In the present study, Bogner and Wiseman’s Model of Ecological Values provided a well‐developed theoretical model. A validated instrument based on Bogner’s Environmental Perception (ENV) scale was used to examine the effects of the Sunship Earth programme on the environmental perceptions of fifth and sixth grade students in the US. Paired sample t‐tests showed a statistically significant change toward more pro‐environmental perceptions for all factors described in the model for children who participated in Sunship Earth but not for a control group. Additionally, perceptions were shown to be stable over time for a smaller sample of students.

School Principals' Professional Development in the Framework of Sustainable Schools in Cyprus: A Matter of Refocusing.

The current study scrutinises issues concerning school leaders’ education and training on education for sustainable development (ESD). Particularly, it explores principals’ self-reported competence for organising and implementing ESD in schools and their needs in education and training in order to effectively lead sustainable schools. Data were obtained from a nationwide survey in 150 primary schools in Cyprus during 2005–2007. The analysis revealed that school principals in Cyprus are poorly equipped for their new role as leaders of sustainable schools and agents of change, and focused on exploring suitable forms, content and approaches for their professional development on ESD. The outcomes are discussed in a national and international context since they have implications for ESD professional development programmes. Finally we discuss the need for upgrading principals’ professional development programmes and ideas for further research in the field.

A survey on the usage of online labs in science education: Challenges and implications

To provide teachers and students with more usable, desirable and useful online labs, the foremost step is to understand their existing usage patterns and experiences with such labs. This step was implemented with two online surveys, one targeting teachers and the other students. Altogether 915 respondents from 23 European countries were involved. Results indicate that the prevalence of online labs adoption was generally low and that the users had positive experiences despite some challenges such as difficult access (domain-specific labs) and language barrier (English user interface). Among others, a significant implication is to create a repository (portal) where resources can be used and shared with ease and enjoyability.