CRENÇAS DOS ESTUDANTES DO ENSINO SECUNDÁRIO E SUA DISPOSIÇÃO PARA ATUAR NAS COMUNIDADES ÁRABE E JUDAICA EM ISRAEL: O CASO DO AQUECIMENTO GLOBAL
Resumo
The present study investigates student beliefs about the effectiveness of pro-environmental actions in reducing global warming, and their willingness to actually carry out these actions. We examined the attitudes of 122 high school students from heterogeneous backgrounds in Arab and Jewish societies in Israel. A quantitative research paradigm was used, employing a closed-ended questionnaire. The results of the study indicate that students are moderately prepared to adopt practices, and that they believe in the efficacy of actions to reduce global warming to a more than moderate degree. A significant difference between Jewish students and Arab students was found, with Jewish students more prepared than Arab students to take steps for the benefit of the environment. The findings can form the basis for making recommendations regarding the promotion of environmental education issues and environmental literacy in the education system.
Referências
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Ajzen, I., & Madden, T. J. (1986). Prediction of goal-directed behavior: The role of intentions, perceived control and prior behavior. Journal of Experimental Social Psychology, 22, 453-474.
Alkaher, I., & Tal, T. (2011). Environmental projects of Jewish and Arab youth in Israel – The adult leaders’ views. Environmental Education Research 17(2): 235-259
Bendas-Jacob, A., Donitz, D., & Reznikowski, A. (2012). Green perception - Social typologies and values in relation to environmental commitment in Israel [Hebrew]. Henrietta Szold Institute. Available at: https://www.szold.org.il/wp-content/uploads/2016/09/Sviva-1.pdf. (23 December 2019)
Bennett, J., Graesel, C., & Parchmann, I. (2005). Context-based and conventional approaches to teaching chemistry. International Journal of Science Education, 28(9), 999-1015.
Breiting, S., & Mogensen, F. (1999). Action Competence and Environmental Education. Cambridge Journal of Education, 29:3, 349-353.
Broom, C. (2017). Exploring the relations between childhood experiences in nature and young adults’ environmental attitudes and behaviours. Australian Journal of Environmental Education, 33(1), 34-47.
Cheak, M. J., & Volk, T. L. (2003). The effects of an environmental education program on students, parents, and community. The Journal of Environmental Education, 34(4), 12-25.
Çimer, S. O., Sabine, A., & Ursavas, N. (2011). Student teachers’ conceptions about global warming and changes in their conceptions during pre-service education: A cross sectional study. Educational research and reviews, 6(8), 592-597.
Coertjens, L., Boeve-de Pauw, J., De Maeyer, S., & Van Petegem, P. (2010). Do Schools Make a Difference in their Students’ Environmental Attitudes and Awareness? Evidence from PISA 2006. Internal Journal of Science and Mathematics Education, 8, 497–522. https://doi.org/10.1007/s10763-010-9200-0
Davidson, D. J., & Freudenburg, W. R. (1996). Gender and environmental risk concerns: A review and analysis of available research. Environment and behavior, 28(3), 302-339.
de Haan, G. (2006). The BLK ’21’ programme in germany: A ’gestaltungskompetenz’-
based model for education for sustainable development. Environmental Education Research, 12(1), 19–32.
Devine‐Wright, P., Devine‐Wright, H., & Fleming, P. (2004). Situational influences upon children’s beliefs about global warming and energy. Environmental Education Research, 10(4), 493-506.
Fidan, N. K., & Ay, T. S. (2016). Acquisition of Operational Environmental Literacy in Social Studies Course. International Journal of Environmental and Science Education, 11(13), 5951-5968.
Erhabor, I. N., & Don, J. U. (2016). Impact of Environmental Education on the Knowledge and Attitude of Students Towards the Environment. International Journal of Environmental & Science Education, 11(12), 5567-5375.
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior. An introduction to theory and research. Reading, MA, London: Addison-Wesley.
Gulec, S. (2016). Examination of Primary Education Department Preservice Teachers’ Attitudes towards Environment According to Various Variables. Educational Research and Reviews, 11(10), 975-980.
Hadjichambis, A. C., Paraskeva-Hadjichambi, D., Ioannou, H., Georgiou, Y., & Manoli, C. C. (2015). Integrating Sustainable Consumption into Environmental Education: A Case Study on Environmental Representations, Decision Making and Intention to Act. International Journal of Environmental and Science Education, 10(1), 67-86.
Ilma, S., & Wijarini, F. (2017). Developing of environmental education textbook based on local potencies. Jurnal Pendidikan Biologi Indonesia, 3(3), 194-201.
Inzlicht, M., & Ben-Zeev, T. (2000). A threatening intellectual environment: Why females are susceptible to experiencing problem-solving deficits in the presence of males. Psychological Science, 11(5), 365-371.
Jensen, B. B. (2002). Knowledge, action and pro-environmental behavior. Environmental education research, 8(3), 325-334.
Johnson, C. Y., Bowker, J. M., & Cordell, H. K. (2004). Ethnic variation in environmental belief and behavior: An examination of the new ecological paradigm in a social psychological context. Environment and Behavior, 36(2), 157–186.
Kılınç, A., Boyes, E., & Stanisstreet, M. (2011). Turkish school students and global warming: beliefs and willingness to act. Eurasia Journal of Mathematics, Science & Technology Education, 7(2), 121-134.
Klongyut, S., Singseewo, A., & Suksringarm, P. (2015). A development of participation of primary school students in conservation of school environments. Educational Research and Reviews, 10(18), 2599-2605.
Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental beavior? Environmental Education Research, 8, 239-260.
Lai, C. S. (2018). A Study of Fifth Graders’ Environmental Learning Outcomes in Taipei. International Journal of Research in Education and Science, 4(1), 252-262.
Lin, J. (2017). Chinese Grade Eight Students’ Understanding about the Concept of Global Warming. Eurasia Journal of Mathematics, Science and Technology Education, 13, 1313-1330.
Rauch, F. ,& Steiner, R. (2013). Competences for Education for Sustainable Development in Teacher Education. CEPS-Journal (Centre for Educational Policy Studies Journal), 3(1), 9-24.
Ricoy, M.-C., & Sanchez-Martinez, C. (2022). Raising Ecological Awarness and Digital Literacy in Primary School Children trough Camification. International Journal of Environmental Research and Public Health 19, 1149. https://doi.org/10.3390/ijerph19031149
Rosidin, U., & Suyatna, A. (2017). Teachers and students knowledge about global warming: A study in smoke disaster area of Indonesia. International Journal of Environmental and Science Education, 12(4), 777-786.
Saltan, F., & Divarci, O. F. (2017). Using Blogs to Improve Elementary School Students’ Environmental Literacy in Science Class. European Journal of Educational Research, 6(3), 347-355.
Shamuganathan, S., & Karpudewan, M. (2017). Science writing heuristics embedded in green chemistry: A tool to nurture environmental literacy among pre-university students. Chemistry Education Research and Practice, 18(2), 386-396.
Smyth, J. (1995). Environment and education: a view of changing scene. Environmental Education Research, 1, 3-20.
Sterling, S. (2002). Sustainable education: Revisioning learning and change. Bristol: Green Books; Schumacher Briefings.
Suyatna, A., & Rosidin, U. (2017). Teachers and student’s knowledge about global warming: A study in smoke disaster area of Indonesia. International Journal of Environmental and Science Education, 12(4), 777-786.
Tal, A., Garb, Y., Negev, M., Sagy, G., & Salzberg, A. (2007). Environmental Literacy: Results of a Representative Survey in the Education System in Israel [Hebrew]. Beer Sheba: Arava Institute for Environmental Studies and Ben Gurion University of the Negev.
Tal, T. (2004). National environmental priorities in Israel. Volume I - Environmental Education in Israel [Hebrew]. Technion and the Samuel Neaman Institute for National Policy Research.
Tal, T. (2009). Environmental education and sustainability education - Principles, concepts and directions [Hebrew]. Jerusalem: Ministry of Environmental Protection.
Tsevreni, I. (2018). The ignorant environmental education teacher: students get empowered and teach philosophy of nature inspired by ancient Greek philosophy. Environmental Education Research, 24(1), 67-79.
United Nations (2015). Transforming our world: the 2030 agenda for sustainable development. Retrieved from: https://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E. (5 March 2022)
UNESCO (2020). Education for Sustainable Development. A roadmap. ESD for2030. Paris, UNESCO.
Ziesemer, F., Hüttel, A., & Balderjahn, I. (2021). Young People as Drivers or Inhibitors of the Sustainability Movement: The Case of Anti-Consumption. Journal of Consumer Policy 44, 427–453. https://doi.org/10.1007/s10603-021-09489-x
Zoller, U. (2013). Science, technology, environment, society (STES) literacy for sustainability: What should it take in chem/science education? Educación Química, 24(2), 207-214.
Ajzen, I., & Madden, T. J. (1986). Prediction of goal-directed behavior: The role of intentions, perceived control and prior behavior. Journal of Experimental Social Psychology, 22, 453-474.
Alkaher, I., & Tal, T. (2011). Environmental projects of Jewish and Arab youth in Israel – The adult leaders’ views. Environmental Education Research 17(2): 235-259
Bendas-Jacob, A., Donitz, D., & Reznikowski, A. (2012). Green perception - Social typologies and values in relation to environmental commitment in Israel [Hebrew]. Henrietta Szold Institute. Available at: https://www.szold.org.il/wp-content/uploads/2016/09/Sviva-1.pdf. (23 December 2019)
Bennett, J., Graesel, C., & Parchmann, I. (2005). Context-based and conventional approaches to teaching chemistry. International Journal of Science Education, 28(9), 999-1015.
Breiting, S., & Mogensen, F. (1999). Action Competence and Environmental Education. Cambridge Journal of Education, 29:3, 349-353.
Broom, C. (2017). Exploring the relations between childhood experiences in nature and young adults’ environmental attitudes and behaviours. Australian Journal of Environmental Education, 33(1), 34-47.
Cheak, M. J., & Volk, T. L. (2003). The effects of an environmental education program on students, parents, and community. The Journal of Environmental Education, 34(4), 12-25.
Çimer, S. O., Sabine, A., & Ursavas, N. (2011). Student teachers’ conceptions about global warming and changes in their conceptions during pre-service education: A cross sectional study. Educational research and reviews, 6(8), 592-597.
Coertjens, L., Boeve-de Pauw, J., De Maeyer, S., & Van Petegem, P. (2010). Do Schools Make a Difference in their Students’ Environmental Attitudes and Awareness? Evidence from PISA 2006. Internal Journal of Science and Mathematics Education, 8, 497–522. https://doi.org/10.1007/s10763-010-9200-0
Davidson, D. J., & Freudenburg, W. R. (1996). Gender and environmental risk concerns: A review and analysis of available research. Environment and behavior, 28(3), 302-339.
de Haan, G. (2006). The BLK ’21’ programme in germany: A ’gestaltungskompetenz’-
based model for education for sustainable development. Environmental Education Research, 12(1), 19–32.
Devine‐Wright, P., Devine‐Wright, H., & Fleming, P. (2004). Situational influences upon children’s beliefs about global warming and energy. Environmental Education Research, 10(4), 493-506.
Fidan, N. K., & Ay, T. S. (2016). Acquisition of Operational Environmental Literacy in Social Studies Course. International Journal of Environmental and Science Education, 11(13), 5951-5968.
Erhabor, I. N., & Don, J. U. (2016). Impact of Environmental Education on the Knowledge and Attitude of Students Towards the Environment. International Journal of Environmental & Science Education, 11(12), 5567-5375.
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior. An introduction to theory and research. Reading, MA, London: Addison-Wesley.
Gulec, S. (2016). Examination of Primary Education Department Preservice Teachers’ Attitudes towards Environment According to Various Variables. Educational Research and Reviews, 11(10), 975-980.
Hadjichambis, A. C., Paraskeva-Hadjichambi, D., Ioannou, H., Georgiou, Y., & Manoli, C. C. (2015). Integrating Sustainable Consumption into Environmental Education: A Case Study on Environmental Representations, Decision Making and Intention to Act. International Journal of Environmental and Science Education, 10(1), 67-86.
Ilma, S., & Wijarini, F. (2017). Developing of environmental education textbook based on local potencies. Jurnal Pendidikan Biologi Indonesia, 3(3), 194-201.
Inzlicht, M., & Ben-Zeev, T. (2000). A threatening intellectual environment: Why females are susceptible to experiencing problem-solving deficits in the presence of males. Psychological Science, 11(5), 365-371.
Jensen, B. B. (2002). Knowledge, action and pro-environmental behavior. Environmental education research, 8(3), 325-334.
Johnson, C. Y., Bowker, J. M., & Cordell, H. K. (2004). Ethnic variation in environmental belief and behavior: An examination of the new ecological paradigm in a social psychological context. Environment and Behavior, 36(2), 157–186.
Kılınç, A., Boyes, E., & Stanisstreet, M. (2011). Turkish school students and global warming: beliefs and willingness to act. Eurasia Journal of Mathematics, Science & Technology Education, 7(2), 121-134.
Klongyut, S., Singseewo, A., & Suksringarm, P. (2015). A development of participation of primary school students in conservation of school environments. Educational Research and Reviews, 10(18), 2599-2605.
Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental beavior? Environmental Education Research, 8, 239-260.
Lai, C. S. (2018). A Study of Fifth Graders’ Environmental Learning Outcomes in Taipei. International Journal of Research in Education and Science, 4(1), 252-262.
Lin, J. (2017). Chinese Grade Eight Students’ Understanding about the Concept of Global Warming. Eurasia Journal of Mathematics, Science and Technology Education, 13, 1313-1330.
Rauch, F. ,& Steiner, R. (2013). Competences for Education for Sustainable Development in Teacher Education. CEPS-Journal (Centre for Educational Policy Studies Journal), 3(1), 9-24.
Ricoy, M.-C., & Sanchez-Martinez, C. (2022). Raising Ecological Awarness and Digital Literacy in Primary School Children trough Camification. International Journal of Environmental Research and Public Health 19, 1149. https://doi.org/10.3390/ijerph19031149
Rosidin, U., & Suyatna, A. (2017). Teachers and students knowledge about global warming: A study in smoke disaster area of Indonesia. International Journal of Environmental and Science Education, 12(4), 777-786.
Saltan, F., & Divarci, O. F. (2017). Using Blogs to Improve Elementary School Students’ Environmental Literacy in Science Class. European Journal of Educational Research, 6(3), 347-355.
Shamuganathan, S., & Karpudewan, M. (2017). Science writing heuristics embedded in green chemistry: A tool to nurture environmental literacy among pre-university students. Chemistry Education Research and Practice, 18(2), 386-396.
Smyth, J. (1995). Environment and education: a view of changing scene. Environmental Education Research, 1, 3-20.
Sterling, S. (2002). Sustainable education: Revisioning learning and change. Bristol: Green Books; Schumacher Briefings.
Suyatna, A., & Rosidin, U. (2017). Teachers and student’s knowledge about global warming: A study in smoke disaster area of Indonesia. International Journal of Environmental and Science Education, 12(4), 777-786.
Tal, A., Garb, Y., Negev, M., Sagy, G., & Salzberg, A. (2007). Environmental Literacy: Results of a Representative Survey in the Education System in Israel [Hebrew]. Beer Sheba: Arava Institute for Environmental Studies and Ben Gurion University of the Negev.
Tal, T. (2004). National environmental priorities in Israel. Volume I - Environmental Education in Israel [Hebrew]. Technion and the Samuel Neaman Institute for National Policy Research.
Tal, T. (2009). Environmental education and sustainability education - Principles, concepts and directions [Hebrew]. Jerusalem: Ministry of Environmental Protection.
Tsevreni, I. (2018). The ignorant environmental education teacher: students get empowered and teach philosophy of nature inspired by ancient Greek philosophy. Environmental Education Research, 24(1), 67-79.
United Nations (2015). Transforming our world: the 2030 agenda for sustainable development. Retrieved from: https://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E. (5 March 2022)
UNESCO (2020). Education for Sustainable Development. A roadmap. ESD for2030. Paris, UNESCO.
Ziesemer, F., Hüttel, A., & Balderjahn, I. (2021). Young People as Drivers or Inhibitors of the Sustainability Movement: The Case of Anti-Consumption. Journal of Consumer Policy 44, 427–453. https://doi.org/10.1007/s10603-021-09489-x
Zoller, U. (2013). Science, technology, environment, society (STES) literacy for sustainability: What should it take in chem/science education? Educación Química, 24(2), 207-214.
Publicado
2022-04-27
Secção
Secção 1: Investigação em Educação em Ciências, Matemática e Tecnologia
