Conference
Ecological Knowledge, Environmental Cognitive Skills and Affect in Predicting Pro-environmental Behavior among 7th Grade Students
| العنوان: | Ecological Knowledge, Environmental Cognitive Skills and Affect in Predicting Pro-environmental Behavior among 7th Grade Students |
|---|---|
| المؤلفون: | Blagdanić, Sanja, Marušić Jablanović, Milica, Đorđević, Dragana, Gundogan, Dragana, Joseph Marcinkowski, Thomas, Županec, Vera |
| المصدر: | ECER |
| بيانات النشر: | European Educational Research Association |
| سنة النشر: | 2024 |
| الوصف: | Contribution According to the Environmental Performance Index that estimates climate change performance, environmental health and ecosystem vitality, Serbia takes rank 79 out of 180 countries (Wolf et al., 2022). Environmentally irresponsible behavior in Serbia is demonstrated both at the individual and institutional level (uncontrolled crops burning, lack of waste water treatment, using low quality coal and oil derivatives for power plants and individual heating systems, unsanitary landfills, massive deforestation etc.) and requests urgent changes of practice and finding solutions. Several authors underline the role of environmental education in raising awareness and changing behavior of young generations (Coyle, 2005). The main goal of environmental education is creating environmentally literate citizens, capable for lifelong learning (Coyle, 2005). “The environmentally literate citizen, let us imagine, will have a blend of ecological sensitivity, moral maturity and informed awareness of natural processes that would make her or him unlikely to contribute to further degradation of natural processes at either individual or corporate levels. This is an ideal, for it would never be expected that all citizens could really attain such competence” (Brennan, 1994: 5). The concept of the environmental literacy has been widely theoretically used and empirically tested (Marcinkowski & Reid, 2019; Negev, et al., 2008; Nastoulas, Marini &Skanavis, 2017). According to Simmons (1995), Wilke (1995), and others (e.g., McBride et al. 2013), environmental literacy encompasses: ecological and environmental knowledge, awareness of environmental problems, cognitive skills for analyzing environmental problems as well as proposed solutions or actions, and manifesting pro-ecological behavior which, all together, can help decrease environmental impact and increase participation in social activities intended to protect the environment at the individual and household levels (Negev, et al., 2008; Stern, 2000). Our study relies on ... |
| نوع الوثيقة: | conference object |
| اللغة: | English |
| Relation: | info:eu-repo/grantAgreement/ScienceFundRS/Identiteti/1569/RS//; https://ipir.ipisr.org.rs/handle/123456789/1130; http://ipir.ipisr.org.rs/bitstream/id/3514/bitstream_3514.pdf; https://hdl.handle.net/21.15107/rcub_ipir_1130 |
| الاتاحة: | https://ipir.ipisr.org.rs/handle/123456789/1130 https://eera-ecer.de/ecer-programmes/conference/29/contribution/58746 http://ipir.ipisr.org.rs/bitstream/id/3514/bitstream_3514.pdf https://hdl.handle.net/21.15107/rcub_ipir_1130 |
| Rights: | openAccess ; https://creativecommons.org/licenses/by/4.0/ ; BY |
| رقم الانضمام: | edsbas.E500B23A |
| قاعدة البيانات: | BASE |
| الوصف غير متاح. |