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新生对环境教育（EE）和可持续发展教育（ESD）的看法。

How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD).

机构信息

Centre of Math & Science Education, Department for Biology Education, University of Bayreuth, Bayreuth, Germany.

出版信息

PLoS One. 2019 Jan 14;14(1):e0208910. doi: 10.1371/journal.pone.0208910. eCollection 2019.

DOI:10.1371/journal.pone.0208910
PMID:30640908
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC6331178/
Abstract

Concepts of 464 university freshmen towards Environmental Education (EE) and Education for Sustainable Development (ESD) were analyzed. Responses were classified into seven main categories: 'ecological aspects', 'ecological problems', 'economical aspects', 'social aspects', 'environmental attitudes', 'environmental behavior' and 'education'. Analyses of sustainability concepts show a large discrepancy between EE and ESD, whereby the latter includes an additional sub-group: 'the next generation aspect'. Labeling individual sources of EE in a retrospective assessment identified the family as the most important source of knowledge, followed by media, school and outreach. Further differences were detected between students' self-perception and their ideal conception of environmental behavior, by using the scale Inclusion of Nature in Self (INS). Only some EE statements produced higher (unfulfilled) expectations 'economic aspects', 'environmental behavior' and 'ecological problems'. In contrast fewer (unfulfilled) expectations were observed in the categories of 'education' and 'ecological aspects'.

摘要

对 464 名大学新生的环境教育 (EE) 和可持续发展教育 (ESD) 观念进行了分析。将反应分为七个主要类别：“生态方面”、“生态问题”、“经济方面”、“社会方面”、“环境态度”、“环境行为”和“教育”。对可持续发展概念的分析表明，EE 和 ESD 之间存在很大差异，后者包括一个额外的分组：“下一代方面”。在回顾性评估中对 EE 的个别来源进行标记，发现家庭是知识的最重要来源，其次是媒体、学校和推广。通过使用自然融入自我量表 (INS)，还检测到学生自我认知与其理想环境行为概念之间的进一步差异。只有一些 EE 陈述产生了更高的（未实现的）期望，“经济方面”、“环境行为”和“生态问题”。相比之下，在“教育”和“生态方面”这两个类别中，观察到的（未实现的）期望较少。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/31f5/6331178/91366e118f7c/pone.0208910.g007.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/31f5/6331178/f888b6766d5f/pone.0208910.g001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/31f5/6331178/cd06fd746fb4/pone.0208910.g002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/31f5/6331178/f310d850e9c5/pone.0208910.g003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/31f5/6331178/73668fd3cbea/pone.0208910.g004.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/31f5/6331178/7cbee5797b36/pone.0208910.g005.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/31f5/6331178/81113a29deee/pone.0208910.g006.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/31f5/6331178/91366e118f7c/pone.0208910.g007.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/31f5/6331178/f888b6766d5f/pone.0208910.g001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/31f5/6331178/cd06fd746fb4/pone.0208910.g002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/31f5/6331178/f310d850e9c5/pone.0208910.g003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/31f5/6331178/73668fd3cbea/pone.0208910.g004.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/31f5/6331178/7cbee5797b36/pone.0208910.g005.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/31f5/6331178/81113a29deee/pone.0208910.g006.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/31f5/6331178/91366e118f7c/pone.0208910.g007.jpg

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