Jelle Boeve-de Pauw

A Cross-Cultural Study of Environmental Values and Their Effect on the Environmental Behavior of Children

Environmental values (EV) are regarded as significant precursors for environmental behavior (EB) by many scholars. The present study addresses the issue of the invariance of EV (tapped by the two-dimensional model of ecological values), and their effect on EB, across cultural contexts. In all, a total of 1,833 ten- to thirteen-year-old children from Flanders, Guatemala, and Vietnam participated. The results show that EV and EB can be measured through a partially invariant model; children from the different groups differ in their EV and EB. Furthermore, the results show that the effect of EV on EB is different across cultural contexts. These results have implications for (among others) environmental education initiatives that aim for behavior change. Such initiatives need to take into account the target group, which—as illustrated by the results—shows different pathways toward reaching EB. Practitioners would therefore benefit from a culture-specific approach to designing environmental education.Environmental values (EV) are regarded as significant precursors for environmental behavior (EB) by many scholars. The present study addresses the issue of the invariance of EV (tapped by the two-dimensional model of ecological values), and their effect on EB, across cultural contexts. In all, a total of 1,833 ten- to thirteen-year-old children from Flanders, Guatemala, and Vietnam participated. The results show that EV and EB can be measured through a partially invariant model; children from the different groups differ in their EV and EB. Furthermore, the results show that the effect of EV on EB is different across cultural contexts. These results have implications for (among others) environmental education initiatives that aim for behavior change. Such initiatives need to take into account the target group, which—as illustrated by the results—shows different pathways toward reaching EB. Practitioners would therefore benefit from a culture-specific approach to designing environmental education.

Gender Differences in Environmental Values: An Issue of Measurement?

Increasingly, researchers are focusing on the study of environmental values of young people. Indeed, it is today’s youth who will be the decision makers in the future. Attention has turned to explaining individual differences in this construct, and many authors have illustrated gender differences. The current study (N = 1,285, 10- to 12-year-olds) compares results of a classical analytical approach to quantifying such differences (independent samples t tests) with one of measurement and structural invariance across genders. The essential difference between the two is that whereas the latter controls for differential item functioning across gender, the first does not. The results show that whereas gender differences in utilization values occur when applying a classic analytical approach, they do not occur through the invariance approach. These results suggest that other studies that demonstrated gender differences might be explained by differential item functioning rather than reflect genuine differences, and might thus represent methodological artifacts.

The effect of eco-schools on children’s environmental values and behaviour

The study examines the effectiveness of eco-schools concerning their students’ environmental values and environmental behaviour, and includes 1287 children from fifty-nine schools (thirty-eight eco-schools and twenty-one control schools) in Flanders. Controlling for effects of gender and socio-economic status, analyses show that eco-schools have no effect on the environmental behaviour of their students or on their preservation values. Eco-school students do, however, show lower utilisation values than control school students. Results furthermore indicate that preservation values and not utilisation values impact environmental behaviour. Eco-schools thus seem to be applying a pedagogical approach that impacts only on utilisation values but through that fails to affect their students’ preservation values and, with those, their environmental behaviour. Directions for future research are suggested.

Evaluating the Implementation Process of Environmental Education in Preservice Teacher Education: Two Case Studies

The authors report on the implementation process of environmental education (EE) in two Flemish (Belgian) teacher education colleges. One college had a long history of cross-curricular education, whereas the other college did not. Initially the implementation processes in the two institutions stagnated because of personal and organizational obstructions. After inserting EE in the curriculum for preservice teacher education and in the job descriptions of the participating teachers, the implementation goals. The authors took initiatives and made progress toward the institutionalization of EE. Conflicting priority between mandatory and EE-course time was, however, experienced as a major dilemma in providing EE.

Valuing the invaluable: effects of individual, school and cultural factors on the environmental values of children

The environmental values (EV) of children are, across disciplines and theories, regarded as essential preconditions of environmental behavior (EB). This study identifies and explains variation in EV and what they tell us about the EB of children. The study makes an important contribution to the design and evaluation of environmental education initiatives. The design of the research does not consider EV as just individual traits; individual and contextual factors (social and natural, subjective and objective) are assessed simultaneously, allowing for their interaction. The dissertation, therefore, builds on, but distinguishes itself from common practice in the field of environmental education research. Importantly, the multidisciplinary dissertation draws from environmental sociology, included methodologies from environmental psychology for measuring EV and from school effectiveness research for explaining variation in EV. The 2006 PISA data were used in the study (398,750 15-year-olds from 56 countries) as well as about 3000 children ages 10–16 from Flanders, Vietnam and Guatemala. Data treatment methods were quantitative and include multilevel regression models to discern different levels of variation in the data (individuals within schools within cultures) and multi-group confirmatory factor analyses to assess issues of measurement invariance in EV. The key findings include; (1) children’s EV are not just individual traits, they are also accounted for the social and natural context within which individuals operate; (2) gender differences in EV might reflect methodological artifacts rather than genuine differences; (3) schools matter, environmental knowledge can be encouraged through hands-on teaching, EV through school participation in environmental learning activities outside the classroom; (4) schools have a greater impact on their students’ environmental knowledge than on their EV; (5) eco-schools matter, they have an effect on their students’ EV but might be applying an approach that, in the long run, has little chance of achieving behavior change and (6) EV affect EB and do so in a culturally specific manner; educational efforts should account for this cultural specificity.

Eco-school evaluation beyond labels: the impact of environmental policy, didactics and nature at school on student outcomes

AbstractWe present results from a large-scale study performed in Flanders, focusing on the effectiveness of the eco-schools project. We surveyed 2152 students and 1374 teachers in 101 primary and secondary schools that are actively engaged in the eco-schools program at different stages (including control schools), focusing on their environmental values, knowledge and motivation. The results show that as the schools progress in becoming a certified eco-school, their students’ environmental outcomes change; the eco-schools project thus clearly has an educational impact. The main effects are observed for theoretical knowledge, and to a lesser extent, applied knowledge. We also observed a drop in utilization values and in amotivation. On the other hand, the controlled motivation of students is stimulated by the project as it is implemented, suggesting that students act pro-environmentally due to external pressures rather than because of intrinsic reasons. We also explicitly moved beyond comparing schools base...Abstract We present results from a large-scale study performed in Flanders, focusing on the effectiveness of the eco-schools project. We surveyed 2152 students and 1374 teachers in 101 primary and secondary schools that are actively engaged in the eco-schools program at different stages (including control schools), focusing on their environmental values, knowledge and motivation. The results show that as the schools progress in becoming a certified eco-school, their students’ environmental outcomes change; the eco-schools project thus clearly has an educational impact. The main effects are observed for theoretical knowledge, and to a lesser extent, applied knowledge. We also observed a drop in utilization values and in amotivation. On the other hand, the controlled motivation of students is stimulated by the project as it is implemented, suggesting that students act pro-environmentally due to external pressures rather than because of intrinsic reasons. We also explicitly moved beyond comparing schools based on their eco-schools labels and studied the process factors that contribute to learning outcomes. Our results highlight the importance of the approach to didactics for environmental education, the making of environmental education policy in the schools, and the presence and use of natural green elements at the school campuses. For each of these school-level variables, the impact on students’ environmental learning outcomes are studied and discussed.

Exploring the concept of sustainable development within education for sustainable development: implications for ESD research and practice

This paper explores how three major factors in education for sustainable development (ESD) practice view the concept of sustainable development (SD). These are (a) international policy documents which shaped ESD, (b) the academic discourse in the field of ESD and (c) students and teachers. SD is a complex concept, and it can be interpreted in several ways. This paper adopts a holistic approach to SD, according to which SD is considered an integrated concept of three dimensions, namely the environment, the economy and the society. The significance of the holistic approach to the SD concept is emphasized in the recent international policy documents and by the academic discourse, as well. However, teachers and students do not hold yet a holistic understanding of the concept. The purpose of this paper is to discuss this ESD policy–practice gap and to propose implications in ESD practice and research.

Effective field trips in nature: the interplay between novelty and learning

Abstract Educational field trips are common practice in environmental education and education for sustainable development, well recognised by researchers for their potential to achieve cognitive and affective educational outcomes. One of the factors that influences learning during field trips is their novelty. The current study focuses on the interplay between novelty, preparation and environmental learning outcomes of 5th and 6th grade students during a typical field trip in Flanders. Our dependent variables are Inclusion of Nature in the Self, the two major ecological values Preservation and Utilisation and ecosystem knowledge. The sample includes 484 students (10–12 years old) and their 24 teachers. Key questions addressed are: (1) What is learned during the field trip? (2) What is the level of novelty for students during a field trip? (3) How does the novelty effect relate to learning? Results show that participation in the field trip leads to a substantial increase in ecosystem knowledge, but fails in reaching the affective goals set out by the field trip organisers. Our results furthermore provide support for the hypothesised non-linear relationship between novelty and knowledge gain, showing that while a little novelty is positive, too much novelty can stand in the way of learning.AbstractEducational field trips are common practice in environmental education and education for sustainable development, well recognised by researchers for their potential to achieve cognitive and...

‘Hard science’: a career option for socially and societally interested students? Grade 12 students’ vocational interest gap explored

ABSTRACT A key theme in science education research concerns the decline in young peoples’ interest in science and the need for professionals in hard science. Goal Congruity Theory posits that an important aspect of the decision whether to pursue hard science for study or as a career is the perception that hard science careers do not fulfil social (working with people) and societal (serving or helping others) interests. In this qualitative study, we explore grade 12 students’ perceptions about the social and societal orientation of hard science careers. Furthermore, we investigate the variation in students’ social and societal interests. Six focus groups were conducted with 58 grade 12 students in Flanders. Our results indicate that a number of students hold stereotypical views about hard science careers’ social orientation, while others believe cooperation with others is an important aspect of hard science careers nowadays. Furthermore, our results show that students believe hard science careers can be societally oriented in the sense that they often associate them with innovation or societal progress. Finally, our results indicate that students may differentiate direct versus indirect societal orientation. These findings contribute to literature regarding social and societal interests and students’ perceptions of hard science careers.