A Long-term environmental awareness and attitudes among Israeli Junior High school students in Hiriya Ecological Center

  1. Hamdan, Farid 1
  2. Lara S´ánchez, Amador 1
  3. Arufe Giráldez, Víctor 2
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

  2. 2 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

Aldizkaria:
Educa: revista internacional para la calidad educativa

ISSN: 2792-7660

Argitalpen urtea: 2024

Alea: 4

Zenbakia: 2

Orrialdeak: 239-258

Mota: Artikulua

DOI: 10.55040/EDUCA.V4I2.101 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Educa: revista internacional para la calidad educativa

Laburpena

En la actualidad, muchos países enfrentan múltiples problemas relacionados con la conciencia ambiental y el cuidado del medio ambiente. En 2015, la Asamblea General de las Naciones Unidas estableció, a través de la Agenda 2030, un total de 17 Objetivos de Desarrollo Sostenible para lograr un futuro más sostenible para todas las sociedades. Este artículo es un estudio de caso sobre la relación entre la ética ambiental y la responsabilidad ambiental (o comportamiento) entre los estudiantes jóvenes en Israel. La pregunta básica de este estudio de caso fue si y en qué medida los valores ambientales influyen en el desarrollo de la responsabilidad ambiental. El objetivo principal de este estudio es ofrecer a los estudiantes la oportunidad de participar en experiencias al aire libre, aprender sobre principios ecológicos y desarrollar un entendimiento de su relación y su papel dentro de la naturaleza a través de este estudio. El problema es que se desconocía si los estudiantes estaban aprendiendo (o aprendiendo suficientemente) en las excursiones realizadas actualmente. Específicamente, se han examinado los cambios en la conciencia ambiental entre los participantes de noveno grado (N= 40) en el Centro de Visitantes de Hiriya, el hito de la basura en Israel, tomando una excursión a dicho centro. El principal resultado fue un mayor conocimiento de los estudiantes sobre conceptos ambientales y conciencia del entorno local con mejoras significativas. También se encontró que un año después de la excursión, los estudiantes recordaban lo que habían visto y escuchado y habían desarrollado una actitud proambiental percibida hacia el medio ambiente y se convirtieron en agentes de cambio hacia el medio ambiente en comparación con un grupo de control (N = 30 estudiantes) que no había manifestado ninguna responsabilidad ambiental en actividades ambientales adicionales. 

Erreferentzia bibliografikoak

  • Ardoin, N. M., Bowers, A. W., & Gaillard, E. (2020). Environmental education outcomes for conservation: A systematic review. Biological Conservation, 241, 108224. https://doi.org/10.1016/j.biocon.2019.108224
  • Barney, E., Mintzes, J., & Yen, C. (2005). Assessing knowledge, attitudes, and behavior toward charismatic megafauna: The case of dolphins. The Journal of Environmental Education, 36(2), 41-55.
  • Braun, T., Cottrell, R., & Dierkes, P. (2018). Fostering changes in attitude, knowledge and behavior: Demographic variation in environmental education effects. Environmental Education Research, 24(6), 899–920. https://doi.org/10.1080/13504622.2017.1343279
  • Cohen, R., & Levi, D. (2020). Enhancing environmental responsibility through experiential learning: The role of field trips in environmental education. Environmental Education, 29(3), 259-273.
  • Chanvin, M., Lamarque, F., Diko, N., Agil, M., Micheletta, J., & Widdig, A. (2023). Ten years of positive impact of a conservation education program on children's knowledge and behaviour toward crested macaques (Macaca nigra) in the Greater Tangkoko area, North Sulawesi, Indonesia. International Journal of Primatology, 44(4), 743–763. https://doi.org/10.1007/s10764-023-00356-9
  • Fang, S. C. (2021). The pro-environmental behavior patterns of college students adapting to climate change. Journal of Baltic Science Education, 20(5), 700-715.
  • Fang, S. C. (2021). Understanding students’ intention and actual eco-friendly behavior: A qualitative research in university. Technium Social Sciences Journal, 22, 152-170. https://doi.org/10.47577/tssj.v37i1
  • Goldberg, A., & Cohen, E. (2018). Impact of environmental education excursions on students' environmental awareness: A longitudinal study. Journal of Adventure Education and Outdoor Learning, 18(3), 247-262.
  • Harahap, F. (2018). Green buying behavior: Influence of knowledge, social impact, and perceived value of green products. International Journal of Business, Humanities and Technology, 8(3), 97-106.
  • Harahap, A., Zuhriyah, A., Rahmayanti, H., & Nadiroh, N. (2018). Relationship between knowledge of green product, social impact and perceived value with green purchase behavior. E3S Web of Conferences, 74, 4002. https://doi.org/10.1051/e3sconf/20187404002
  • Hartig, T., Kaiser, F., & Bowler, P. (2021). Psychological restoration in nature as a positive motivation for ecological behavior. Environment and Behavior, 33(4), 590-607.
  • Head, L., Klocker, N., & Bielschowsky, I. A. (2019). Environmental values, knowledge and behavior: Contributions of an emergent literature on the role of ethnicity and migration. Progress in Human Geography, 43(3), 397–415. https://doi.org/10.1177/0309132518768407
  • Henita, R., Ilmi, Z., Ichsan, I., & Vina, O. (2020). Environmental attitude for smart city technology: Need assessment to develop smart trash in environmental education. International Journal of Advanced Science and Technology, 29(3), 8374–8383. http://sersc.org/journals/index.php/IJAST/article/view/21880
  • Hungerford, H. R., & Volk, T. L. (1990). Changing learner behavior through environmental education. The Journal of Environmental Education, 21(3), 8-21.
  • Kals, E., Schumacher, D., & Montada, L. (2020). Emotional affinity toward nature as a motivational basis to protect nature. Environment and Behavior, 31(2), 178-202.
  • Nielsen, K. S., Viktoria, C., & Florian, L. (2021). The case for impact-focused environmental psychology. Journal of Environmental Psychology, 24. https://doi.org/10.31234/osf.io/w39c5
  • Knapp, D. H., & Poff, R. (2001). A qualitative analysis of the immediate and short-term impact of an interpretive program. Environmental Education Research, 7(1), 55-65.
  • Kruse, C., & Card, J. (2004). Effects of a conservation education camp program on camper's self-reported knowledge, attitude, and behavior. The Journal of Environmental Education, 35(4), 33-45.
  • Lange, F., & Dewitte, S. (2019). Measuring pro-environmental behavior: Review and recommendations. Journal of Environmental Psychology, 63, 92-100.
  • Levy, S., & Schwartz, D. (2019). Exploring the relationship between environmental ethics and environmental responsibility among young students: A case study in Israel. International Journal of Environmental and Science Education, 14(10), 567-581.
  • Liobikienė, G., & Poškus, M. S. (2019). The importance of environmental knowledge for private and public sphere pro-environmental behavior: Modifying the value-belief-norm theory. Sustainability, 11(12), 3324. https://doi.org/10.3390/su11123324
  • Mirvis, M., & Hoffman, M. L. (2022). Environmental education field trips: Evaluating long-term effects on student environmental responsibility. Journal of Environmental Education, 53(2), 117-128.
  • Palmberg, I. E., & Kuru, J. (2000). Outdoor activities as a basis for environmental responsibility. The Journal of Environmental Education, 31(4), 32-36.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.).
  • Smith, K. E., & Johnson, L. R. (2021). The impact of place-based environmental education on student environmental awareness and responsibility: A case study of Hiriya National Park. Environmental Education Research, 27(5), 635-650.
  • United Nations General Assembly. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. A/RES/70/1. https://sdgs.un.org/2030agenda
  • Van Riper, C. J., Lum, C., Kyle, G. T., Wallen, K. E., Absher, J., & Landon, A. C. (2020). Values, motivations, and intentions to engage in pro-environmental behavior. Environment and Behavior, 52(4), 437–462. https://doi.org/10.1177/0013916518807963
  • Woodhouse, J. L., & Knapp, C. E. (2000). Place-based curriculum and instruction: Outdoor and environmental education approaches. ERIC Digest.
  • Whitburn, J., Linklater, W. L., & Milfont, T. L. (2018). Exposure to urban nature and tree planting are related to pro-environmental behavior via connection to nature, the use of nature for psychological restoration, and environmental attitudes. Environment and Behavior, 1-24. https://doi.org/10.1177/0013916517751009
  • Yifei, N., Xi, W., & Ciyun, L. (2022). A study on the impact of organizing environmental awareness and education on the performance of environmental governance in China. International Journal of Environmental Research and Public Health, 19(19), 12852. https://doi.org/10.3390/ijerph191912852
Datuen iturria: Dialnet