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Journal articles on the topic '960703 Environmental Education and Awareness'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Dimante, Dzineta, Tatjana Tambovceva, and Dzintra Atstaja. "Raising environmental awareness through education." International Journal of Continuing Engineering Education and Life-Long Learning 26, no. 3 (2016): 259. http://dx.doi.org/10.1504/ijceell.2016.078446.

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Tambovceva, Tatjana, Dzintra Atstaja, and Dzineta Dimante. "Raising environmental awareness through education." International Journal of Continuing Engineering Education and Life-Long Learning 26, no. 3 (2016): 259. http://dx.doi.org/10.1504/ijceell.2016.10000180.

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3

Brennan, Andrew. "Environmental awareness and liberal education." British Journal of Educational Studies 39, no. 3 (August 1991): 279–96. http://dx.doi.org/10.1080/00071005.1991.9973891.

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Marpa, Eliseo. "Navigating Environmental Education Practices to Promote Environmental Awareness and Education." International Journal on Studies in Education 2, no. 1 (April 22, 2020): 45–57. http://dx.doi.org/10.46328/ijonse.8.

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Inhabitants of Planet Earth are experiencing environmental tensions brought about by the different problems plaguing the environment prompting the researcher to conduct a study on navigating environmental education practices in promoting environmental awareness and education. To answer this problem, the researcher employed a quantitative-qualitative method of research using the modified survey questionnaire from Eriko Arai and Shauna Sprules and the developed interview guide for the selected participants. Findings show that the majority is integrating environmental education, and it is evident in sciences, social studies, and values education. Integration, in this regard, was done weekly. On the other hand, activities that helped students learn about sound environment practices were lecturing, hands-on outdoor learning, and field trips that encourage the planting of trees, recycling, greening schoolyards, etc. Findings also reflected that the majority of the teachers did not discuss the different perspectives of environmental issues. When they discussed, they did not encourage students to form their views and ideas on different environmental issues. However, teachers were all eager to integrate environmental education despite barriers such as curriculum materials and teachers' competencies. Along this line, the study suggests for the development of instructional materials and training for teachers in the teaching and integration of environmental education in the different subject areas.

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Mahmood, Seeme. "Environmental education: Awareness, planning and management." Current World Environment 5, no. 2 (December 25, 2012): 351–54. http://dx.doi.org/10.12944/cwe.5.2.21.

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6

Tor, Hacer. "Increasing women's environmental awareness through education." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 939–42. http://dx.doi.org/10.1016/j.sbspro.2009.01.166.

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Nagra, Vipinder. "Environmental education awareness among school teachers." Environmentalist 30, no. 2 (April 22, 2010): 153–62. http://dx.doi.org/10.1007/s10669-010-9257-x.

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Castillo, Jane Salvador, and Bryan M. Nozaleda. "Environmental Education of Students Pursuing Higher Education: Probing on Climate Change Awareness." Journal of Climate Change 8, no. 3 (August 25, 2022): 41–49. http://dx.doi.org/10.3233/jcc220020.

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Several studies argued that the inclination of individuals to participate in activities aiming at environmental conservation emanates from their degree of awareness of the existing problem. Hence, this study examined the level of awareness of students of Batanes State College, Philippines, towards climate change and compare their knowledge to the individual backgrounds. The researchers used a survey questionnaire as the primary tool for gathering data. Mean and percentage were used to describe the profile of the respondents and their awareness of climate change while Chi-Square Test was used to determine the significant difference in the awareness of the respondents in terms of their profile. The results showed that the students demonstrated a moderate level of awareness of the occurrences, causes and consequences of climate change. When compared against their personal backgrounds, the result revealed that there is no significant difference in their level of climate change awareness. This moderate level of awareness towards climate change, despite the harsh weather conditions frequently experienced in Batanes, calls for intensifying the school’s efforts in raising awareness of the occurrence, consequences, and causes of climate change. Consequently, these actions will eventually improve the attitude and behaviour of the students to take active participation in the protection of the environment.

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Than, Nguyen Thi. "Awareness of Vietnamese Primary Schoolteachers on Environmental Education." International Research in Geographical and Environmental Education 10, no. 4 (December 2001): 429–44. http://dx.doi.org/10.1080/10382040108667456.

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Deniz, Deniz. "Sustainable Thinking and Environmental Awareness through Design Education." Procedia Environmental Sciences 34 (2016): 70–79. http://dx.doi.org/10.1016/j.proenv.2016.04.008.

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Singh, Penny. "Environmental Education: Enhancing Learning and Awareness Through Assessment." Systemic Practice and Action Research 26, no. 3 (October 16, 2012): 299–314. http://dx.doi.org/10.1007/s11213-012-9252-x.

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Kiziroglu, Ilhami. "Education and Research on Environmental Awareness in Turkey." CLEAN – Soil, Air, Water 35, no. 6 (December 2007): 534–36. http://dx.doi.org/10.1002/clen.200790043.

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Schleicher, Klaus. "Beyond environmental education: The need for ecological awareness." International Review of Education 35, no. 3 (1989): 257–81. http://dx.doi.org/10.1007/bf00598942.

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Grodzinska-Jurczak, Malgorzata, and Katarzyna Friedlein. "Environmental knowledge and awareness in secondary Polish education." Environmental Science and Pollution Research 9, no. 3 (May 2002): 215–16. http://dx.doi.org/10.1007/bf02987491.

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Fernández, Antonio Hernández, Claudia De Barros Camargo, and Maria Selma Lima Do Nascimento. "Technologies and environmental education: A beneficial relationship." Research in Social Sciences and Technology 4, no. 2 (October 1, 2019): 13–30. http://dx.doi.org/10.46303/ressat.04.02.2.

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Educational technologies have an important role in education today. They represent a relevant resource in the process between theorizing and educational practices, and they are essential in the awareness process for sustainability. Thus, technological education appears as a facilitator in this process, especially with students, parents, and everyone around us, as being supported by tech resources to produce an efficient effect. This study was performed at Escola Municipal de Ensino Fundamental in Alagoinha-Paraíba, Brazil, between January and February, 2019; the research question is: Are teachers using and recognizing technology as a partner in the environmental awareness process? The main objective is to analyze the usage of tech in the process for environmental awareness by teachers. The specific objectives are: to check the usage of technological education in the environmental awareness process, to comprehend the challenges faced by the teachers in the process of technological usage on the scope of environmental education, to identify the activities developed by the teachers involving tech and environmental education, and to perceive the educational practices. A total of 22 teachers responded to the questions. Data collection was made on a Likert scale using the qualitative method and descriptive research. The Likert scale was validated on its construction with analysis factor. Therefore, it was found that the teachers use the tech resources in their classes, through the environmental awareness, besides defending the educational projects and realizing interdisciplinary works about environmental education for environmental conservation.

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Yang, Ben, Ningning Wu, Zepeng Tong, and Yan Sun. "Narrative-Based Environmental Education Improves Environmental Awareness and Environmental Attitudes in Children Aged 6–8." International Journal of Environmental Research and Public Health 19, no. 11 (May 26, 2022): 6483. http://dx.doi.org/10.3390/ijerph19116483.

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Environmental education can effectively raise people’s awareness of environmental protection and encourage appropriate behaviors. This study explored the effect of narrative-based environmental education on children’s environmental awareness. To this end, we recruited first- and second-grade students from two elementary schools to participate in an experiment in which differences between the group receiving narrative-based environmental video education and the control group were compared. It was found that narrative-based environmental education can effectively promote children’s environmental awareness, which was mainly reflected in their environmental knowledge and environmental attitudes, however, not significant in their pro-environmental behavior intention. These findings support the implementation of environmental education for students in lower grades in the future.

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JIANGUO, MAO. "Teaching Environmental Awareness in Mathematics." Chinese Education & Society 37, no. 4 (July 2004): 53–56. http://dx.doi.org/10.1080/10611932.2004.11031651.

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Ma, Yuan, Jingzhi Men, and Wei Cui. "Does Environmental Education Matter? Evidence from Provincial Higher Education Institutions in China." Sustainability 12, no. 16 (August 6, 2020): 6338. http://dx.doi.org/10.3390/su12166338.

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Environmental education pedagogy is divided into two categories: teacher-driven pedagogy and student-driven pedagogy. Their impacts on the environmental awareness of college students are analyzed using the propensity score matching method. The analysis results for 485 survey data points from college students show that both of these two pedagogies influence college students’ environmental awareness positively, and the effect of student-driven pedagogy is higher. The conclusion provides insight for the further development of college students’ environmental education.

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Murniawaty, Indri. "An Assessment of Environmental Awarness:The Role of Ethic Education." JSSH (Jurnal Sains Sosial dan Humaniora) 2, no. 2 (March 8, 2019): 225. http://dx.doi.org/10.30595/jssh.v2i2.3431.

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Environmental damage that occurred in Indonesia in the last three decades is due to human behavior by exploiting and depleting the universe in order to meet the interests and needs of human’s life. The objectives of this research were (1) to find out the direct effect of the students’environmental knowledge towards the environmental awareness, (2) to find out the indirect effect of the students' environmental knowledge towards the environmental awareness through ethics, (3) to find out the direct effect of student's ethics on environmental awareness. The sample of this research was the students of economic education who hadlearned the subject of environmental education. The researcher used a quantitative approach with explanatory research design to explain the state of each variable. Two things that contribute to environmental awareness were ethics and environmental knowledge. The results of this study showed that environmental and ethical knowledge significantly influenced environmental awareness. The environmental knowledge will shape students' attitudes and ethics towards the environment.

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Tadena, Maria Theresa G., and Monera A. Salic-Hairulla. "Raising environmental awareness through local-based environmental education in STEM lessons." Journal of Physics: Conference Series 1835, no. 1 (March 1, 2021): 012092. http://dx.doi.org/10.1088/1742-6596/1835/1/012092.

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Martínez Villar, Alberto. "Environmental education and training for employment. The integration of environmental awareness." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 31, no. 3 (November 1, 2013): 271. http://dx.doi.org/10.5565/rev/ec/v31n3.1298.

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Verma, Aniket, and Vishal Verma. "Environmental Awareness among Students." International Journal for Research in Applied Science and Engineering Technology 10, no. 4 (April 30, 2022): 945–48. http://dx.doi.org/10.22214/ijraset.2022.41306.

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Abstract: This paper mainly focused on environmental awareness and practices related to various factors like causes of pollution, conservation of soil, forest, air, etc., energy conservation, conservation of human health, conservation of wild life and animal husbandry. It also discusses environmental practices among college students with regard to the usage of plastic and its disposal, alternative for plastic, toilet usage, its use in the cultivation of saplings, rainwater harvesting and also their participation in environment related programmes.. The target was college students because environmental education is part of their curriculum; they can implement what they learnt. This study will support those who are working with for the environment related cases. The study is quantitative in nature. It reveals that the level of awareness is high among the respondents irrespective of gender difference but in practice levelthere is difference between genders i.e. males practicing more than females. This study also proposes some recommendations to safeguard the environment in India

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Constant, Karine, and Marion Davin. "ENVIRONMENTAL POLICY AND GROWTH WHEN ENVIRONMENTAL AWARENESS IS ENDOGENOUS." Macroeconomic Dynamics 23, no. 3 (March 13, 2018): 1102–36. http://dx.doi.org/10.1017/s1365100517000189.

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This paper examines the relationship between environmental policy and growth when green preferences are endogenously determined by education and pollution. We consider an environmental policy in which the government implements a tax on pollution and recycles the revenue to fund pollution abatement activities and/or an education subsidy (influencing green behaviors). When the sensitivity of agents' environmental preferences to pollution and human capital is high, the economy can converge to a balanced growth path equilibrium with damped oscillations. We show that this environmental policy can both remove the oscillations, associated with intergenerational inequalities, and enhance the long-term growth rate. However, this solution requires that the revenue from the tax rate must be allocated to education and direct environmental protection simultaneously. We demonstrate that this type of mixed-instrument environment policy is an effective way to address environmental and economic issues in both the short and the long run.

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Urbańska, Magdalena, Przemysław Charzyński, Helen Gadsby, Tibor József Novák, Salih Şahin, and Monica Denise Yilmaz. "Environmental Threats and Geographical Education: Students’ Sustainability Awareness—Evaluation." Education Sciences 12, no. 1 (December 21, 2021): 1. http://dx.doi.org/10.3390/educsci12010001.

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Teaching geography creates an opportunity for the transfer of knowledge about environmental problems and ways of solving them. Teachers from the Czech Republic, Hungary, Poland, Romania, Turkey, and the United Kingdom indicated strengths and weaknesses of physical geography as well as the selected geographical concepts of: Maps/Cartography, Astronomy/The Earth in the Universe, Atmosphere, Hydrosphere, Endogenic processes, Exogenic processes, and Soils and biosphere. There was a variety in how confident students were around these topic areas. The main types of difficulties identified by the study were: too little time for implementation, difficult terminology, and lack of tools for the proper transfer of knowledge. Moreover, the attractiveness of individual issues for students also varies. The research clearly shows that students lack an awareness of problems related to the environment. There are considerable differences between the level of students’ knowledge about climate change or air and water pollution (relatively high awareness of global warming) and issues related to soil and vegetation cover (low awareness of soil depletion, soil pollution, changing the boundaries of the occurrence of plant zones, etc.). To make people aware of the importance of environment, we should take care of education in relation to global challenge and sustainable development.

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25

Littledyke, Michael. "Science Education for Environmental Awareness in a Postmodern World." Environmental Education Research 2, no. 2 (May 1996): 197–214. http://dx.doi.org/10.1080/1350462960020206.

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Aslan, Fürüzan, and Atilla Atik. "Love of Nature and Environmental Awareness in Preschool Education." British Journal of Education, Society & Behavioural Science 9, no. 2 (January 10, 2015): 96–104. http://dx.doi.org/10.9734/bjesbs/2015/17847.

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Kusumawati, Ika, Mita Setyowati, Agung Dharma Syakti, and Achmad Fahrudin. "Enhancing Millennial Awareness Towards Marine Litter Through Environmental Education." E3S Web of Conferences 147 (2020): 02019. http://dx.doi.org/10.1051/e3sconf/202014702019.

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One of the influencing factors is the community behavior which reflected public practices in littering. Children are social capital for the community and the essential agents of social change. However, they have issues in recognizing the foundation and the explanation of the environmental problem. The research objectives; to examine millennial perception towards marine litter and the influence of environmental education towards youth perceptions in West Aceh. This study employed a survey approach by distributing questionnaires to 150 respondents from several senior high schools. The data is collected by a questionnaire survey (self-administrative or face-to-face) from January 2019 to June 2019. The researcher distributed questionnaires to students to assess the level of awareness of marine litter. The questionnaire was distributed in two sessions, namely: the first session was before environmental education is given to students; the second session was distributed when students completed environmental education It was found that respondents show low awareness of marine litter according to statistical data but the marine litter short workshop significantly has a positive impact. It concludes that increasing youth awareness through education can be an opening step in combating marine litter to then integrate with approaches to achieve a clean sea.

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Hamid, Suraya, Mohamad Taha Ijab, Hidayah Sulaiman, Rina Md. Anwar, and Azah Anir Norman. "Social media for environmental sustainability awareness in higher education." International Journal of Sustainability in Higher Education 18, no. 4 (May 2, 2017): 474–91. http://dx.doi.org/10.1108/ijshe-01-2015-0010.

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Purpose The explosion of social media use such as Facebook among higher education students is deemed to have great potential in widely disseminating environmental sustainability awareness. The paper aims to capture, summarise, synthesise and comment on the role of social media to garner interest of students and staff on environmental sustainability issues. Design/methodology/approach Systematic literature review technique is adopted, and three selected online databases were searched for relevant papers for review. Specific data were extracted from each paper, and the discussion section was based on the developed research questions. Findings Higher education needs to fully leverage the ubiquity of social media to extend how environmental sustainability is viewed by the students and staff. Sustainability practices conducted at the university level such as recycling, reduction of electricity and water consumptions and paper reduction in classroom and used to engage students on environmental matters. For staff, social media can be leveraged as to convey the university policy and assist in their quest to become full-fledged green universities. Research limitations/implications Some of the limitations of this research include the lack of keyword search using synonyms or related terms equivalent to the term “awareness”, lack of forward and backward searches, and the papers were searched until end of 2013 only. Future research needs to take advantage of the current limitations to investigate this topic and be empirically supported by theories using quantitative, qualitative or mixed-method-based research. Future studies could also develop relevant frameworks to propose an effective use of social media for creating environmental sustainability awareness in higher education. Practical implications Propagations of environmental sustainability awareness in higher education would be more effective with the use of social media. Social implications In principle, the increase of environmental awareness level would increase the students’ good behavioural conduct on environmental sustainability. Originality/value While the broad topic of environmental sustainability in higher education is widely discussed, the role of social media in shaping environmental sustainability awareness is still under researched. This situation provides a significant potential for exploration by sustainability researchers to craft their investigation on the effective role of social media in creating environmental awareness in higher education.

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Ridha, I., M. Hasan, and Sulastri. "Comparing environmental awareness between chemistry education students and non-chemistry education students." Journal of Physics: Conference Series 1460 (February 2020): 012085. http://dx.doi.org/10.1088/1742-6596/1460/1/012085.

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GÖK, Nur Demet, and Hülya FIRAT KILIÇ. "Environmental Awareness and sensitivity of nursing students." Nurse Education Today 101 (June 2021): 104882. http://dx.doi.org/10.1016/j.nedt.2021.104882.

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Nurul Huda, Sheila, and Muhammad Fadillah Ramadhan. "Designing Educational Game to Increase Environmental Awareness." International Journal of Emerging Technologies in Learning (iJET) 16, no. 15 (August 11, 2021): 181. http://dx.doi.org/10.3991/ijet.v16i15.22661.

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Plastic is a versatile material that is inexpensive and has the characteristics of being lightweight, strong, durable, anti-corrosive, with high thermal and electrical insulation properties. Regardless of the positive impact on economic development, it brings negative impacts on the environment. The amount of plastic waste, that continues to increase, pollutes the environment and ocean chronically. There needs to be a change in people behavior and awareness to reduce the use of it. In fact, raising awareness of the environment from the dangers of plastic waste is not an easy matter, but if taught since childhood, good environmental awareness and habits will be formed. This research tried to raise awareness among elementary school children in Indonesia of the dangers of plastic waste through an educational game developed using the Game Development Life Cycle (GDLC). GDLC consists of six phases: initiation, pre-production, production, testing, beta, and release. Strategy genre was chosen for engaging gameplay. Environmental awareness and knowledge on the danger of plastic waste were given integrally through storylines, gameplay, goals, and animated cutscenes. The results of testing at the beta stage on the respondents showed that 71.11% of primary school student respondents gained environmental knowledge.

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Kousar, Shazia, Muhammad Afzal, Farhan Ahmed, and Štefan Bojnec. "Environmental Awareness and Air Quality: The Mediating Role of Environmental Protective Behaviors." Sustainability 14, no. 6 (March 8, 2022): 3138. http://dx.doi.org/10.3390/su14063138.

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The purpose of this study is twofold: First, it tests the role of students’ environmental awareness and climate change awareness in their environmental protective behavior and environment quality (EQ). Second, it tests the mediating role of environmental protective behaviors in the association between environment behavior, climate change behavior, and environment quality. Moreover, this study utilizes climate-friendly behaviors and pro-environmental behaviors to reflect environmental protective behaviors. The stratified random sampling technique was applied to collect data through a questionnaire from a sample of 403 graduate students enrolled in Higher Education Commission-recognized private and public universities of Pakistan. This study applied partial least squares structural equation modeling (PLS-SEM) to empirically estimate the results. This study found that climate change awareness significantly and positively affects climate-friendly behavior, environmental quality, and pro-environmental behavior. Similarly, environmental awareness significantly and positively affects environmental quality and pro-environmental behavior. Moreover, pro-environmental behavior significantly affects environmental quality. Indirect results indicate that pro-environmental behavior significantly mediates between climate change awareness and environmental quality, and between environmental awareness and environmental quality. The findings of this study suggest the importance of enhancing awareness of climate- and climate change-related issues among students to save the environment. Higher education institutions should design subjects and courses that will raise environmental and climate change awareness, and expose students to climate- and environment-friendly education.

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Tarr, Kumara. "Enhancing Environmental Awareness through the Arts." Australasian Journal of Early Childhood 33, no. 3 (September 2008): 19–26. http://dx.doi.org/10.1177/183693910803300304.

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Barrón, Nancy G., Sibylle Gruber, and Gavin Huffman. "Student Engagement and Environmental Awareness." Environmental Humanities 14, no. 1 (March 1, 2022): 219–32. http://dx.doi.org/10.1215/22011919-9481528.

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Abstract This article collaboration addresses the importance of contextualizing current climate change discussions in twenty-first-century ecocomposition classrooms. It specifically focuses on the practical significance of what students’ writing and research can accomplish in and outside the classroom, and on how student involvement in the research process can create spaces for new awareness and renewed interest in active engagement with climate change discussions. The article references student projects exhibited at ClimateCon 2020, including one project that focused on Rachel Carson’s ability to persevere despite the many challenges she faced. With ecocomposition as an entry point, the article shows the importance of continued education about the environment and climate change, getting involved with sustainable practices, engaging with environmental awareness campaigns, and, when needed, lobbying for readjusting corporate business practices to include sustainability efforts.

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MORGİL, İnci, Seçil ARDA, Nilgün SEÇKEN, Soner YAVUZ, and Özge ÖZYALÇIN OSKAY. "THE INFLUENCE OF COMPUTER-ASSISTED EDUCATION ON ENVIRONMENTAL KNOWLEDGE AND ENVIRONMENTAL AWARENESS." Chem. Educ. Res. Pract. 5, no. 2 (2004): 99–110. http://dx.doi.org/10.1039/b3rp90032k.

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Kang, Jinyoung, and Jong Ho Hong. "Framing effect of environmental cost information on environmental awareness among high school students." Environmental Education Research 27, no. 6 (May 22, 2021): 936–53. http://dx.doi.org/10.1080/13504622.2021.1928607.

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Pal, Tapas, and Debabrata Debnath. "ENVIRONMENTAL AWARENESS THROUGH ENVIRONMENTAL FILMS: AN OVERVIEW." ENSEMBLE 3, no. 1 (August 20, 2021): 10–17. http://dx.doi.org/10.37948/ensemble-2021-0301-a002.

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Environmental Films can be used to develop people’s sustainable thinking. There have been many environmental films from 1964 to 2019 focusing on environmental issues. Although these films seem to be the logistics of the environment and the digital world, they are a suitable way to educate mass people about the environment in an informal way. These environmental films are the path to environmental gates. The environmental film is actually a real-world reel experience on environmental issues. Through environmental film, people are learning sustainable environmental thinking and growing their environmental knowledge too. At present, many scientific methods are being considered to save nature, but if these environmental films are included with the course curriculum, they will be beneficial to sustainable development. Environmental issues-oriented Films are helpful for making awareness, consciousness, and decision-making process to cope the contemporary environmental issues. The Reel of environmental films can present real environmental facts on contemporary issues of the environment that are important for academicians to politicians for environmental education. This article highlights the importance of environmental films to make environmental awareness of mass people.

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Uzunboylu, Huseyin, Nadire Cavus, and Erinc Ercag. "Using mobile learning to increase environmental awareness." Computers & Education 52, no. 2 (February 2009): 381–89. http://dx.doi.org/10.1016/j.compedu.2008.09.008.

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Oyegoke, Bolatumi. "Climate Change, Female Domestic Practices, and Environmental Education Models." Sustainability in Environment 5, no. 3 (August 30, 2020): p76. http://dx.doi.org/10.22158/se.v5n3p76.

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This paper focuses on a significant aspect of the topical issue of Sustainable Environmental Development (SED), that of waste management by women. Waste Management (WM) is closely linked to Climate Change (CC). Women agency is an important factor in both WM and CC which have implications for SED. Awareness or perception has been identified as a crucial ecological driver; so awareness, waste management and climate change become crucial issues of SED. The study is of a qualitative type, part of a wider investigation of Osun State, Nigeria, using a mixed approach that includes the quantitative method. It examines the role of awareness in relation to domestic practices that impact on the environment. It advances the benefit of complementary contributions of behavioural change, personal change and social change models of environmental education in resolving SED challenges of our times.

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Singh Kushwaha, Vibha. "MASS MEDIA IN DISSEMINATING ENVIRONMENTAL AWARENESS." International Journal of Research -GRANTHAALAYAH 3, no. 9SE (September 30, 2015): 1–4. http://dx.doi.org/10.29121/granthaalayah.v3.i9se.2015.3185.

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Developments in the field of science and technology while paving way for too many revolutions on the one hand had resulted in serious environmental problems on the other. At this juncture, the role of mass media becomes pertinent in spreading environmental awareness. The approach to entertainment- education can be a very promising one in creating environmental awareness via the usage of media such as, newspapers and magazines, radio, television and Internet.

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Abdullah, Norazilawati, Kung-Teck Wong, Rosnidar Mansor, Lilia Halim, and Haryanti Mohd Affandi. "Development of Environmental Education Model for Primary School Pupils in Malaysia." Journal of Social Sciences Research, no. 54 (April 20, 2019): 1187–92. http://dx.doi.org/10.32861/jssr.54.1187.1192.

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The research was conducted to develop an Environmental Education Model and to identify the level of awareness, knowledge, attitude and skill of primary school pupils in Malaysia towards the environment using the model. The research was conducted through a survey using a questionnaire. The sample was randomly selected, involving 1000 pupils of Year 5 from Peninsular Malaysia divided into four zones, north zone (Kedah), east zone (Kelantan), west zone (Kuala Lumpur) and south zone (Melaka). The findings showed that the level of awareness, knowledge, attitude and skill of pupil were at a high level. The model had been developed by looking at direct impact testing through Evaluation Assessment Structural Equation Modeling (SEM) which suggested that awareness and skill factors were factors that significantly influenced pupils’ attitudes toward environmental education. Both relationships were positive. However, the relationship between knowledge and attitude was not significant. The findings also revealed that the awareness factor was the factor that most strongly influenced pupil’s attitudes. It can be concluded that the awareness variable was the main predictor of this structure model in predicting pupils’ appreciation toward environmental education.

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Yeşilyurt, Mustafa, Mukadder Ozdemir Balakoğlu, and Mustafa Erol. "The Impact of Environmental Education Activities on Primary School Students’ Environmental Awareness and Visual Expressions." Qualitative Research in Education 9, no. 2 (June 28, 2020): 188. http://dx.doi.org/10.17583/qre.2020.5115.

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The aim of this research is to improve environmental awareness in primary school students. For this purpose, the study was carried out within the scope of action research pattern from qualitative research patterns. The study group was determined by selecting easily accessible samples. The study group consisted of second year students attending a state primary school in Gungoren District of Istanbul in the 2018-2019 academic year. The data of the study were obtained by the students’ environmental pictures, observation forms and semi-structured interview forms. The data obtained were analyzed by content analysis. According to the findings of the research, it is determined that students who received environmental education, draw pictures enthusiastically and reflecting environmental awareness, also after interviews students gain awareness toward environment, empathized with nature and draw highly esthetically appreciated pictures.

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Akbar, Z. "Community learning centre in improving disasters awareness through environmental education." IOP Conference Series: Earth and Environmental Science 683, no. 1 (March 1, 2021): 012032. http://dx.doi.org/10.1088/1755-1315/683/1/012032.

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Kaur, Inderjit. "Environmental Education Awareness and Attitude Among Teacher Educators Vipinder Nagra." International Journal of Social Sciences 2, no. 2 (2013): 95. http://dx.doi.org/10.5958/j.2321-5771.2.2.003.

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Shivakumara, K., Sangeetha Mane, and Ashok Pal. "Effect of Level and Diversity of Education on Environmental Awareness." British Journal of Education, Society & Behavioural Science 6, no. 1 (January 10, 2015): 61–70. http://dx.doi.org/10.9734/bjesbs/2015/14545.

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Simsekli, Yeter. "An Implementation To Raise Environmental Awareness Of Elementary Education Students." Procedia - Social and Behavioral Sciences 191 (June 2015): 222–26. http://dx.doi.org/10.1016/j.sbspro.2015.04.449.

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Mogome-Ntsatsi, Kgomotso, and O. A. Adeola. "Promoting environmental awareness in Botswana: the role of community education." Environmentalist 15, no. 4 (December 1995): 281–92. http://dx.doi.org/10.1007/bf01902250.

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Dr. H.S. Grewal, Jubilee Goyal,. "Environmental Awareness, Environmental Attitude And Consumer Attitude- A Study Of Correlation In Variables." Psychology and Education Journal 58, no. 1 (January 15, 2021): 5956–60. http://dx.doi.org/10.17762/pae.v58i1.2009.

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The current study was conducted to find the correlation between the variablesenvironmental awareness, environmental attitude and consumer attitude.The study was done on 600 respondents. The area of study was Dehradun, Haridwar and Roorkee, three cities in Uttarakhand, India. The objective of the study was to find the respondent’s level of environmental awareness, to measure their level of environmental attitude and consumer attitude and to find out if a relationship existed between environmental awareness and environment attitude and its dimensions. Further the relationship between environmental awareness and consumer attitude was also found. Factorial design was used and levels of awareness were matched with levels of occupation and gender.Stratified random sampling, a probability sampling technique, was used to choose the sample.Environmental Awareness Test (EAWT) by Dr. K. Yeshodhara was used to assess the environmental awareness of the subjects. Taj Environmental Attitude Scale (TEAS) by Dr. Haseen Taj was used to measure the environmental attitude of the respondents and Consumer Attitude Scale (CAS) was designed by author to measure the consumer attitude of the respondents. Correlation was calculated to analyse the data and to test the proposed hypothesis. The findings revealed a significant correlation among the variables.

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Omoogun, Ajayi C., Etuki E. Egbonyi, and Usang N. Onnoghen. "From Environmental Awareness to Environmental Responsibility: Towards a Stewardship Curriculum." Journal of Educational Issues 2, no. 2 (August 9, 2016): 60. http://dx.doi.org/10.5296/jei.v2i2.9265.

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<p>The period of environmentalism heightened environmental concern and subsequently the emergence of Environmental Education that is anchored on awareness. It is thought that increase in environmental awareness will reverse the misuse of the environment and its resources. Four decades after the international call for Environmental Education, Earth’s degradation is far from abating as it’s pristinity is consistently and irreversibly being eroded by no less than from anthropocentric activities. Humans have seen themselves as the dominant species that is apart and not part of the organisms that constitute the environment. The philosophical value free nature concepts and the theological assumption that human are the ultimate species together with the rise of capitalism and its surrogates consumerism together conspire to diminuate environmental health. To protect the environment therefore, we must refocus EE to change human’s view of the environment and attitude towards the utilization of its resources. Environmental education can become more effective in creating respect for the environment. This paper examined the failure of efforts at addressing environmental issues via environmental education. The paper posits that environmental problems are on the increase due to lack of deliberate responsibility and stewardship, lack of a unique EE curricula and ineffective pedagogy. We suggest therefore that EE can target human perception and attitude and direct then towards biocentric stewardship for the environment. This can be achieved through a deliberate pedagogy of environmental values that promotes sustainable attitude and respect for the environment. Humans must bear the burden of responsibility to ensure the wellbeing of the environment. We must replace the philosophical value free nature concepts that nature is a common commodity and the theological assumption that humans are the ultimate species. We must also rethink our consumerism nature and the endless faith in the efficacy of technology to solve reoccurrence human induced ecological problems. These issues must be embedded in the school curriculum. Pedagogical approach to EE should essentially be the experiential model. The school curriculum must be the carrier and doer of these values that are crucial to the sustainability of the environment. Environmental ethics, environmental code of conduct, environmental nationalism, nature as manifestation of God, ascetic consumerism are recommended as key component of environmental curricula and pedagogy.<strong> </strong></p>

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Strong, Carolyn. "The impact of environmental education on children’s knowledge and awareness of environmental concerns." Marketing Intelligence & Planning 16, no. 6 (November 1998): 349–55. http://dx.doi.org/10.1108/02634509810237523.

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