How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD).
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...
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Online Access: | https://doi.org/10.1371/journal.pone.0208910 |
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doaj-3705d0f919c34fe5b6ff8c2594ebc49a2021-03-03T20:58:19ZengPublic Library of Science (PLoS)PLoS ONE1932-62032019-01-01141e020891010.1371/journal.pone.0208910How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD).Michaela MaurerFranz Xaver BognerConcepts 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'.https://doi.org/10.1371/journal.pone.0208910 |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Michaela Maurer Franz Xaver Bogner |
spellingShingle |
Michaela Maurer Franz Xaver Bogner How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD). PLoS ONE |
author_facet |
Michaela Maurer Franz Xaver Bogner |
author_sort |
Michaela Maurer |
title |
How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD). |
title_short |
How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD). |
title_full |
How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD). |
title_fullStr |
How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD). |
title_full_unstemmed |
How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD). |
title_sort |
how freshmen perceive environmental education (ee) and education for sustainable development (esd). |
publisher |
Public Library of Science (PLoS) |
series |
PLoS ONE |
issn |
1932-6203 |
publishDate |
2019-01-01 |
description |
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'. |
url |
https://doi.org/10.1371/journal.pone.0208910 |
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