Environmental learning among children : the development of environmental attitudes and ecological knowledge

Abstract

There is a growing recognition internationally and nationally that the relationship between people and the natural environment needs to change if the integrity of the earth and essential ecological processes on which human societies depend are to be maintained. In response to this need for change, environmental education policies and programs are becoming more widespread. The success of these programs may be vital to human survival.

People develop their environmental attitudes and knowledge through a web of social and developmental variables which can include formal education, but can also be independent of formal learning programs. This study concerns the development of environmental attitudes and ecological knowledge in upper primary school children in the Australian Capital Territory. To evaluate the importance of educational, social, developmental and personal variables, an interdisciplinary approach was taken. A pre-test, post-test study design was used which incorporated both qualitative and quantitative methods. A total of 578 students participated in the study.

The influence of the school curriculum, a field centre based environmental education program (Sunship Earth), family variables (including recreational activities, home environmental behaviour and socio­ economic status), Girl Guide and Boy Scout membership, and personal interests were examined. It was found that the Sunship Earth program affected ecological knowledge without affecting environmental attitudes, and that the school curriculum had little influence on either environmental attitudes or knowledge. Contact with the natural environment directly affected environmental knowledge; environmental attitudes were influenced by people significant to the child. Interest in media about nature (including books and television programs) was positively related to both attitudes and knowledge. The influence of age and sex on environmental awareness was a function of experience and educational programs.

The findings are summarised in a Model of Environmental Learning. It is recommended that greater use be made of the 'ecological paradigm of learning', extension education programs be developed which integrate the child's formal learning experiences with family and community projects, and the compatibility between the structure of school education and environmental education be critically considered in terms of our future needs. Show more