Integrative review of environmental attitudes and environmental education
DOI:
https://doi.org/10.15448/1980-8623.2022.1.38779Keywords:
environmental education, environmental attitudes, literature reviewAbstract
Environmental education is related to promoting environmental attitudes. Since environmental attitudes are determinants to environmental preservation, it is important to understand them from the point of view of the subjects involved in environmental education. Thus, this integrative review aimed to analyze the scientific production around environmental attitudes and their relation with environmental education, focusing on the subjects who perform such activities. Database researched include DOAJ, Medline/Pubmed, PEPSIC, Periódicos CAPES, Psycinfo, Redalyc, Scielo, SCOPUS, and Web of Science. Results indicate the predominance of studies focused on the recipients of environmental education and in the formal modality. Among those who approach educators, it was identified that environmental characteristics, support and programs related to environmental management result in the execution of an environmental education that promotes environmental attitudes. These mechanisms are fundamental for the development of training paths that promote environmentally responsible behavior by educators, favoring the emergence of environmental attitudes among their students.
Downloads
References
Aikens, K., McKenzie, M., & Vaughter, P. (2016). Environmental and sustainability education policy research: a systematic review of methodological and thematic trends. Environmental education research, 22(3), 333-359. https://doi.org/10.1080/13504622.2015.1135418 DOI: https://doi.org/10.1080/13504622.2015.1135418
Albero, C. M. (2012). La larga marcha de la acción ambiental en los centros educativos. Un estudio de caso en Aragón. Profesorado. Revista de currículum y formación de profesorado, 16(2), 121-143. http://hdl.handle.net/10481/23024
Álvarez, P., & Vega, P. (2009). Actitudes ambientales y conductas sostenibles: Implicaciones para la educación ambiental. Revista de Psicodidáctica, 14(2), 245-260. https://www.redalyc.org/articulo.oa?id=17512724006
Ballantyne, R., Oelofse, C., & Winter, K. (1999). Geography educators’ perceptions of teaching environmental education in South African schools. South African geographical journal, 81(2), 86-90. https://doi.org/10.1080/03736245.1999.9713667 DOI: https://doi.org/10.1080/03736245.1999.9713667
Bamberg, S., & Möser, G. (2007). Twenty years after Hines, Hungerford, and Tomera: A new meta-analysis of psycho-social determinants of pro-environmental behaviour. Journal of environmental psychology, 27(1), 14-25. https://doi.org/10.1016/j.jenvp.2006.12.002 DOI: https://doi.org/10.1016/j.jenvp.2006.12.002
Barthwal, S. C., & Mathur, V. B. (2012). Teachers’ knowledge of and attitude toward wildlife and conservation. Mountain research and development, 32(2), 169-175. https://doi.org/10.1659/mrd-journal-d-11-00040.1 DOI: https://doi.org/10.1659/MRD-JOURNAL-D-11-00040.1
Carvalho, I. C. de M. (2006). Educação ambiental: A formação do sujeito ecológico (2ª ed.). Cortez.
Castro, R. de (2002). Voluntariado, altruismo y participación activa en la conservación del medio ambiente. Psychosocial Intervention, (11)3, 317-331. https://www.redalyc.org/articulo.oa?id=179818139005
Cini, A., & Mifsud, M. (2018). Knowledge, attitudes and behaviour towards the environment of secondary school teachers. In W. L. Filho, M. Mifsud, & P. Pace (Eds.), Handbook of lifelong learning for sustainable development (pp. 211-277). World sustainability series; Springer. https://doi.org/10.1007/978-3-319-63534-7_15 DOI: https://doi.org/10.1007/978-3-319-63534-7_15
Cotton, D. R. E. (2006). Teaching controversial environmental issues: Neutrality and balance in the reality of the classroom. Educational Research, 48(2), 223-241. https://doi.org/10.1080/00131880600732306 DOI: https://doi.org/10.1080/00131880600732306
Crespo, S. (2000). Educar para a sensibilidade: A educação ambiental no programa da agenda 21. Em F. O. Noal, M. Reigota, & V. H. de L. Barcelos (Orgs.), Tendências da educação ambiental brasileira (2. ed., pp. 213-227). EDUNISC.
Dunlap, R., Van Liere, K., Mertig, A., & Jones, R. (2000). New trends in measuring environmental attitudes: measuring endorsement of the new ecological paradigm: a revised NEP scale. Journal of social issues, 56(3), 425-442. https://doi.org/10.1111/0022-4537.00176 DOI: https://doi.org/10.1111/0022-4537.00176
Ernst, J. (2009). Influences on US middle school teachers’ use of environment-based education. Environmental education research, 15(1), 71-92. https://doi.org/10.1080/13504620802710599 DOI: https://doi.org/10.1080/13504620802710599
Ernst, J. (2012). Influences on and obstacles to K-12 administrators’ support for environment-based education. The journal of environmental education, 43(2), 73-92. https://doi.org/10.1080/00958964.2011.602759 DOI: https://doi.org/10.1080/00958964.2011.602759
Farias, C. R. de O., Carvalho, I. C. de M., & Borges, M. G. (2017). One decade of environmental education research in Brazil: Trajectories and trends in three national scientific conferences (ANPEd, ANPPAS and EPEA). Environmental Education Research, 24(10), 1476-1489. https://doi.org/10.1080/13504622.2017.1326018 DOI: https://doi.org/10.1080/13504622.2017.1326018
Gifford, R., & Sussman, R. (2012). Environmental attitudes. In S. D. Clayton (Ed.), The Oxford handbook of environmental and conservation psychology (pp. 65-80). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199733026.001.0001 DOI: https://doi.org/10.1093/oxfordhb/9780199733026.013.0004
Girón Arizmendi, M. H., & Leyva Aguilera, J. C. (2013). El eje ambiental en la escuela “La Esperanza”: Un estudio sobre actitudes y comportamientos ambientales. Innovación Educativa, 13(63), 117-147. https://www.redalyc.org/articulo.oa?id=179429575008
Gondim, S., Loiola, E., & Loiola, M. (2015). Emoções, aprendizagem e conduta sustentável: educando por meio de valores e do engajamento afetivo. In S. Gondim & E. Loiola (Orgs.), Emoções, aprendizagem e comportamento social: conhecendo para melhor educar nos contextos escolares e de trabalho (pp. 296-302). Casa do Psicólogo.
Gouveia, V., Milfont, T. L., Coelho, J. A. P. de, & Filho, J. F. de S. (2015). Valores, atitudes e emoções na promoção de comportamentos pró-ambientais sustentáveis. In S. Gondim & E. Loiola (Orgs.), Emoções, aprendizagem e comportamento social: conhecendo para melhor educar nos contextos escolares e de trabalho (pp. 257-295). Casa do Psicólogo.
Halder, P., Pietarinen, J., Havu-Nuutinen, S., Pöllänen, S., & Pelkonen, P. (2016). Perceptions and attitudes regarding bioenergy among science teachers: Results from a cross-national survey. Biofuels, 7(2), 131-139. https://doi.org/10.1080/17597269.2015.1122470 DOI: https://doi.org/10.1080/17597269.2015.1122470
McIntyre, A., & Milfont, T. L. (2016). Who cares? Measuring environmental attitudes. In R. Gifford (Ed.), Research methods for environmental psychology (93-114). Wiley-Blackwell. DOI: https://doi.org/10.1002/9781119162124.ch6
Meichtry, Y., & Smith, J. (2007). The Impact of a place-based professional development program on teachers’ confidence, attitudes, and classroom practices. The journal of environmental education, 38(2), 15-32. https://doi.org/10.3200/joee.38.1.15-34 DOI: https://doi.org/10.3200/JOEE.38.1.15-34
Milfont, T. L (2007). Psychology of environmental attitudes: A cross-cultural study of their content and structure [Tese de doutorado, Universidade de Auckland]. https://researchspace.auckland.ac.nz/handle/2292/1712
Oerke, B., & Bogner, F. X. (2010). Gender, age and subject matter: impact on teachers’ ecological values. Environmentalist, 30, 111-122. https://doi.org/10.1007/s10669-009-9250-4 DOI: https://doi.org/10.1007/s10669-009-9250-4
Páramo, P. (2017). Reglas proambientales: Una alternativa para disminuir la brecha entre el decir-hacer en la educación ambiental. Suma Psicológica, 24(1), 42-58. https://doi.org/10.1016/j.sumpsi.2016.11.001 DOI: https://doi.org/10.1016/j.sumpsi.2016.11.001
Pérez-Borroto, T. E., Pérez-Fleites, O. L., & González-Calderón, M. J. (2016). La superación del profesional de la educación preescolar en el trabajo con la educación ambiental para el desarrollo sostenible. Ra Ximhai, 12(5), 217-227. https://www.redalyc.org/articulo.oa?id=46147584014 DOI: https://doi.org/10.35197/rx.12.01.e2.2016.14.tp
Pessoa, V. S. (2011). Análise do conhecimento e das atitudes frente às fontes renováveis de energia: Uma contribuição da Psicologia [Tese de doutorado, Universidade Federal da Paraíba] https://repositorio.ufpb.br/jspui/handle/tede/6885
Redondo, I., & Puelles, M. (2016). The connection between environmental attitude-behavior gap and other individual inconsistencies: a call for strengthening self-control. International research in geographical and environmental education, 26(2), 107-120. https://doi.org/10.1080/10382046.2016.123536 DOI: https://doi.org/10.1080/10382046.2016.1235361
Santos, I. S. dos, Felippe, M. L., & Kuhnen, A. (2019). Psicologia ambiental e recursos em sustentabilidade: revisão integrativa. Psicologia: Ciência e Profissão, 39, 1-15. https://doi.org/10.1590/1982-3703003185833 DOI: https://doi.org/10.1590/1982-3703003185833
Severiche-Sierra, C., Gómez-Bustamante, E., & Jaimes-Morales, J. (2016). La educación ambiental como base cultural y estrategia para el desarrollo sostenible. Telos, 18(2), 266-281. https://www.redalyc.org/articulo.oa?id=99345727007
Shobeiri J., S. M., Omidvar, B., & Prahallada, N. N. (2006). Influence of gender and type of school on environmental attitude of teachers in Iran and India. Environ. Sci. Tech., 3(4), 351-357. https://doi.org/10.1007/BF03325944 DOI: https://doi.org/10.1007/BF03325944
Teisl, M. F., Anderson, M. W., Noblet, C. L., Criner, G. K., & Rubin, J. (2011). Are environmental professors unbalanced? Evidence from the field. The journal of environmental education, 42(2), 67-83. https://doi.org/10.1080/00958961003705899 DOI: https://doi.org/10.1080/00958961003705899
Torrez Rivera, L. B., Benavides Peña, J. E, Lajota Vollouta, C. J., & Novoa Contreras, E. R. (2017). Presencia de una Educación Ambiental basada en conocimiento, actitudes y prácticas en la enseñanza de las ciencias naturales en establecimientos municipales de la ciudad de Los Ángeles, Chile. Estudios Pedagógicos, 43(3), 311-323. https://doi.org/10.4067/S0718-07052017000300018 DOI: https://doi.org/10.4067/S0718-07052017000300018
VandenBos, G. R. (Ed.). (2015). APA dictionary of psychology. American Psychological Association. DOI: https://doi.org/10.1037/14646-000
Weibel, M. L. (2011). Being outside learning about science is amazing: A mixed methods study [Tese de doutorado, University of Nevada]. https://digitalscholarship.unlv.edu/thesesdissertations/1272
Zuly, M. B., & Carmen, P. de C. (2012). Dimensión ambiental en el Instituto Pedagógico de Caracas, su estado del arte. Investigación y postgrado, 27(2), 53-88. https://www.redalyc.org/articulo.oa?id=65841003003
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Psico
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright
The submission of originals to Psico implies the transfer by the authors of the right for publication. Authors retain copyright and grant the journal right of first publication. If the authors wish to include the same data into another publication, they must cite Psico as the site of original publication.
Creative Commons License
Except where otherwise specified, material published in this journal is licensed under a Creative Commons Attribution 4.0 International license, which allows unrestricted use, distribution and reproduction in any medium, provided the original publication is correctly cited.
