Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Environmental education; Environmental sciences--Study and teaching;
Abstract
The purpose of this study was to determine the effectiveness of the Environmental Issues Instruction program as an environmental education delivery method, linking environmental education with student attitudes towards environmental issues, student knowledge of individual environmental issues, and subsequent student behaviors. The study utilized a one group pre-post test design. No control group was used. Statistical analysis revealed statistically significant gains in student's pre-to-post test scores for the variables. "Student Attitudes About Environmental Issues," "Knowledge of Specific Environmental Issues," and "Solving Environmental Issues." Environmental education is a process that leads to responsible individual and group actions. Research has shown (Childress, 1978; Volk, Hungerford, & Tomera, 1984) that this goal is not being achieved through our current educational system. However, research has also shown (Sia, Hungerford, & Tomera, 1985, 1986) that specific cognitive and affective variables serve as predictors of responsible environmental behavior. The Environmental Issues Instruction program, through its delivery framework affect the predictor variables for responsible environmental action. And, thus can be said to meet the goal and has been shown to positively develop an environmentally responsible citizenry.
Year of Submission
1996
Degree Name
Master of Arts
Department
Department of Teaching
First Advisor
Carl W. Bollwinkel
Second Advisor
Carmen Montecinos
Third Advisor
Jody M. Stone
Date Original
1996
Object Description
1 PDF file (111 leaves)
Copyright
©1996 Randi Montag Peterson
Language
en
File Format
application/pdf
Recommended Citation
Peterson, Randi Montag, "An Examination of the Environmental Issues Instruction Program: Student Attitude, Knowledge, and Subsequent Student Behaviors" (1996). Dissertations and Theses @ UNI. 2170.
https://scholarworks.uni.edu/etd/2170
Comments
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