The Impact of Recycling Education on the Knowledge, Attitudes, and Behaviors of Grade School Children
The Impact of Recycling Education on the Knowledge, Attitudes, and Behaviors of Grade School Children
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回收教育对小学生知识、态度和行为的影响
DOI：
10.1016/s0038-1098(01)00352-0
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发表时间：
1997
期刊：
影响因子：
1
通讯作者：
Peggy Sandman
中科院分区：
文献类型：
--
作者：
Jeffrey M. Smith;Christine Rechenberg;Larry Cruey;Sue Magness;Peggy Sandman
许多学校系统已经制定了环境教育方案，以提高学生的环境意识。这些计划的主要目标是增加环境知识，灌输亲环境的态度，并鼓励亲环境的行为。这些方案中有许多是在这样一个总的前提下运作的：如果一个人改变全球的环境态度和信念，这种变化将影响大量的亲环境行为（Bell，Fisher，Baum &格林，1996年）。不幸的是，这一前提并不总是得到研究结果的支持（Lipsey，1977; Fortner & Teates，1980）。虽然教育计划似乎提高了认识，改变了态度，但具体行为却很薄弱（Diamond & Loewy，1991）。造成这种情况的主要原因之一是一般态度和具体行为之间缺乏一致性（Bell，Fisher，Baum &绿色，1996）。作为一般规则，态度和行为一致性主要发生在特定态度与特定行为密切相关时（Bell，Fisher，Baum &格林，1996）。环境教育工作者感兴趣的其他问题是目标人口的特点和课程的教学方法。有人建议，环境意识教育对青春期前的儿童最有效，因为他们没有良好的环境习惯（Asch &海岸，1975）。这也是可能的，一个更多的实践经验的方法可能会更有效地改变态度和行为比主要基于知识的演示。本研究评估了一个短期回收教育计划的有效性，该计划试图将特定的环境知识和对纸张回收的态度与小学儿童的纸张回收行为联系起来。本研究预期学生在体验教育课程后，会表现出更高的回收知识、更亲回收的态度，以及更多的回收行为。还探讨了可能对教育方案的有效性产生影响的三个变量。这些变量是学校的类型（公立或私立），在演示时的年级水平，课堂演示或实地考察垃圾填埋场。方法：研究对象为辛辛那提市公立和私立学校三至六年级的349名学生。回收教育计划是一个正在进行的教育工作的一部分，由保持辛辛那提美丽。该计划是应学校科学课程系的邀请向学生提出的。使用了两个版本的纸张回收教育计划。第一个是课堂报告，强调纸张如何回收的基本知识，回收的必要性，以及学生如何再利用纸张的一些建议。该计划的第二个版本类似于课堂演示，但知识部分主要集中在垃圾填埋场的组成，并包括参观当地的垃圾填埋场。这次课堂演示是对200名学生进行的。149名学生参加了垃圾填埋场项目。材料两种形式的知识测量的基础上开发的程序课程。一份表格评估了纸张生产和回收的知识，另一份表格评估了垃圾填埋构成和回收的知识。态度问卷包括6个声明有关纸张回收。学生们通过在李克特五分制量表上打一个标记来表示他们对每个陈述的同意程度，其中包括非常同意到非常不同意的选择。最积极的答案值5分，最不积极的答案值1分。行为测量包括学生在过去一周内参与的亲回收行为的自我报告。…
A number of school systems have instituted environmental education programs to increase environmental awareness among their students. The primary goals of these programs are to increase environmental knowledge, instill proenvironmental attitudes, and encourage proenvironmental behaviors. Many of these programs operate under the general premise that if one changes global environmental attitudes and beliefs this change will impact a large number of proenvironmental behaviors (Bell, Fisher, Baum & Greene, 1996). Unfortunately, this premise has not always been supported by the research findings (Lipsey, 1977; Fortner & Teates, 1980). While the education programs seem to enhance awareness and change attitude and a specific behavior is weak (Diamond & Loewy, 1991). One of the main reasons for this is the lack of consistency between a general attitude and a specific behavior (Bell, Fisher, Baum & Green, 1996). As a general rule attitude and behavior congruency occurs primarily when a specific attitude is closely linked to a specific behavior (Bell, Fisher, Baum & Greene, 1996). Other issues of interest for environmental educators are the characteristics of the target population and the pedagogical approach of the curriculum. It has been suggested that environmental awareness education is most effective on younger pre adolescent children who do not have well-established environmental habits (Asch & Shore, 1975). It is also possible that a more hands on experiential approach may be more effective in changing attitudes and behaviors than a primarily knowledge based presentation. This study assessed the effectiveness of a short duration recycling education program that attempted to link specific environmental knowledge and attitudes towards paper recycling with the paper recycling behavior of grade school children. It was expected that students would demonstrate improved recycling knowledge, more prorecycling attitudes, and engage in more recycling behaviors after experiencing the education program. Three variables that may have an impact on the effectiveness of the education program were also explored. These variables were type of school (public or private), grade level at time of presentation, and classroom presentation or field trip to a landfill. Method Participants The sample consisted of 349 students in grade three through six attending public and private schools in the city of Cincinnati. The recycling education program was part of an ongoing education effort sponsored by Keeping Cincinnati Beautiful. The program was presented to students in response to an invitation by the school's science curriculum faculty. Two versions of the paper recycling education program were used. The first consisted of a classroom presentation which stressed basic knowledge of how paper is recycled, the need for recycling and some suggestions as to how students can reuse paper. Version two of the program was similar to the classroom presentation but the knowledge portion focused primarily on landfill composition and included a tour of a local landfill. The classroom presentation was administered to 200 students. The landfill program was experienced by 149 students. Materials Two forms of the knowledge measures were developed based on the programs curriculum. One form assessed knowledge of paper production and recycling and the other form assessed knowledge of landfill composition and recycling. The attitude questionnaire consisted of 6 statements pertaining to paper recycling. Students indicated their level of agreement with each statement by placing a mark on a five-point Likert scale with alternatives ranging strongly agree to strongly disagree. The most prorecycling answers were worth five points and the least prorecycling answers were valued at one point. The behavioral measure consisted of a self-report account of prorecycling behaviors that the student engaged in during the past week. …