CONSERVATION BEHAVIOR AS OUTCOME OF ENVIRONMENTAL-EDUCATION
CONSERVATION BEHAVIOR AS OUTCOME OF ENVIRONMENTAL-EDUCATION
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DOI：
10.1080/00958964.1975.9942002
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发表时间：
1975-01-01
影响因子：
3.1
通讯作者：
SHORE, BM
中科院分区：
文献类型：
--
作者：
ASCH, J;SHORE, BM
所有教育面临的巨大挑战之一是证明教育计划可以给学生的行为带来积极的变化，而不仅仅是他们在考试中的表现。在环境教育中尤其如此。另一方面，必须承认获得此类行为证据的难度。本研究的目的是表明，经历过环境保护教育项目的小学生表现出了对环境有益的实际行为，而这是未接受过环境保护教育的学生所缺乏的。本研究的目的不是宣传任何特定环境教育计划的优点，而是为所有环境教育者提供一种不完全依赖于态度和抽象知识衡量标准的评估程序。唐纳森（Donaldson）（2）和纳普（Knapp）（5）对以往的环境和户外教育研究进行了广泛的调查，得出的结论是，相关研究很少，而且主要涉及对环境问题的态度。此外，大多数结果被发现是不确定的。 George (3) 以及 Gladen 和 Clarkin (4) 进行了两项实验性设计研究。乔治发现，保护俱乐部和自然营地的活动对高中生、大学生和成年人的保护态度影响最大。格拉登和克拉金对从幼儿园到三年级的儿童进行了两项保护和森林防火计划的效果研究。他们发现了专门设计的计划的优势，但最有趣的是，这种优势主要针对最小的孩子。只有乔治对实际户外体验优势的观察似乎才能为环境教育工作者提供有关计划基本要素的直接建议。文献中还包含大量有关环境和户外教育的一般性文章，其中许多肯定会被归类为代表“专家意见”，但这一领域的实证研究实际上仍然不存在。即使是这几项研究，特别是有关态度测量的研究，也可能受到进一步的批评，因为它们依赖于纸笔标准测试。本研究试图通过纳入学习行为测量来做出原创性贡献。儿童实地考察行为和社会阶层变量的比较
One of the great challenges in all education is to demonstrate that an educational program can result in positive changes in what students do, not only in what they write on a test. This is especially true in environmental education. On the other hand, the difficulty of getting such behavioral evidence must be acknowledged. The aim of this study is to show that elementary students who have experienced an educational program in environmental conservation demonstrate actual behavior in the field which is helpful to the environment and which is absent in students who were not exposed to education in environmental conservation. It is not the purpose of this study to advertise the merits of any particular environmental education program, rather, to offer all environmental educators an evaluation procedure which does not rely exclusively on measures of attitude and abstract knowledge. Donaldson (2) and Knapp (5), after making extensive surveys of previous studies in environmental and outdoor education, concluded that there has been very little research and that which exists is largely concerned with attitudes on environmental issues. In addition, most results were found to be inconclusive. Two studies that were experimental in design are by George (3) and Gladen and Clarkin (4). George found that activities in conservation clubs and nature camps had the most effect on conservational attitudes among high school and college students and adults. Gladen and Clarkin studied the effects of two conservation and forest fire prevention programs with children from kindergarten to grade three. They found advantages to their specially designed program, but, most interestingly, that this advantage was predominantly with the youngest children. Only George’s observation about the advantage of actual outdoor experience seems to offer any direct suggestion to environmental educators about the essential ingredients of a program. The literature also contains a substantial number of general articles on environmental and outdoor education, and many of these would certainly be classified as representing “expert opinion,” but empirical research in this area remains virtually nonexistent. A further criticism that can be made of even these few studies, particularly concerning the measurement of attitudes, is that they depended on paper-and-pencil criterion tests. The present study attempts to make an original contribution by incorporating behavioral measures of learning. A comparison of children’s field-trip behavior and social class variables