Abstract
This chapter’s study was undertaken to explore outcomes of an outdoor environmental education programme relating to the motivation of pro-environmental behaviour (PEB). Inspired by the value-belief-norm model of environmentalism and the theory of planned behaviour, the study explored changes in Grade 6 students’ environmental knowledge, attitudes, and self-reported behaviours occurring through participation in the programme. The quantitative methods employed found no change in measured environmental knowledge nor environmental attitudes. However, both archival and newly collected data revealed a statistically significant increase in students’ self-reported PEB. Results suggest that while the programme was successful in stimulating Grade 6 students’ self-reported PEB, the shift occurred without an associated change in students’ environmental knowledge or attitudes. This finding suggests that environmental knowledge and attitudes may be unnecessary in the motivation of PEB. The study supports the value of outdoor environmental education as related to the encouragement of PEB and provides insight into the pathways by which PEB can occur. Awareness of these pathways is considered a valuable guideline for teachers or teacher educators hoping to inspire PEB among their students.
Résumé
La présente étude a pour objectif d’analyser les résultats d’un programme d’éducation écologique (EE) en plein air, en termes de motivation des comportements pro-environnement. Inspirée par le modèle « Valeurs – Croyances – Normes » de l’environnementalisme, et par la théorie du comportement planifié, cette étude s’est penchée sur les changements obtenus dans les connaissances, les attitudes et les comportements écologiques rapportés par des élèves de 6e année, après avoir participé à un programme d’EE en plein air. Les méthodes quantitatives employées n’ont relevé aucun changement mesurable pour ce qui a trait aux connaissances ou aux attitudes environnementales. Cependant, aussi bien les données existantes que les données nouvellement recueillies mettent en évidence une augmentation statistiquement significative des comportements pro-environnement tels que rapportés par les élèves eux-mêmes. Ces résultats indiquent que le programme a réussi à stimuler les comportements pro-environnement rapportés par des élèves de 6e année, et que ce changement s’est effectué sans qu’il y ait de changement équivalent dans leur niveau de connaissances ou dans leur attitude en matière d’environnement. Ce résultat indique que les connaissances et les attitudes environnementales ne sont peut-être pas nécessaires pour motiver les comportements pro-environnement. L’étude contribue à affirmer la valeur de l’EE en plein air comme outil favorisant les comportements pro-environnement, et donne une idée des parcours éducatifs susceptibles d’influencer les comportements à l’égard de l’environnement. La conscience de ces parcours est considérée comme un guide valable pour tout éducateur (enseignant ou didacticien) qui souhaite inspirer ses étudiants à des comportements pro-environnement.
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Harding, B.A. (2019). Encouraging Pro-environmental Behaviour: Joining Theory and Practice to Inform Teacher Education. In: Karrow, D., DiGiuseppe, M. (eds) Environmental and Sustainability Education in Teacher Education. International Explorations in Outdoor and Environmental Education. Springer, Cham. https://doi.org/10.1007/978-3-030-25016-4_16
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