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Bridging the Gap: The Affective Dimension of Learning Outcomes in Environmental Primary and Secondary Education

Sustainability, 2023-04, Vol.15 (8), p.6370 [Peer Reviewed Journal]

COPYRIGHT 2023 MDPI AG ;2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2071-1050 ;EISSN: 2071-1050 ;DOI: 10.3390/su15086370

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  • Title:
    Bridging the Gap: The Affective Dimension of Learning Outcomes in Environmental Primary and Secondary Education
  • Author: Lovren, Violeta Orlovic ; Jablanovic, Milica Marusic
  • Subjects: Affect (Psychology) ; Analysis ; Anxiety ; Behavior ; Climate change ; Cognition & reasoning ; Cognitive ability ; Core curriculum ; Curricula ; Ecological effects ; Education ; Education, Secondary ; Educational evaluation ; Educational objectives ; Emotional behavior ; Emotions ; Environmental behavior ; Environmental education ; Geography ; Human rights ; Knowledge ; Learning ; Literacy ; Secondary education ; Skills ; Sustainability ; Teaching
  • Is Part Of: Sustainability, 2023-04, Vol.15 (8), p.6370
  • Description: There is growing evidence of the power of the affective dimensions for pro-environmental behavior, as well as of existing gaps between the dimensions of learning outcomes in recent environmental education literature. Based on the need to address that gap, this article explores the integration of the cognitive (ecological knowledge and cognitive skills), the affective and the behavioral domain in the learning outcomes of subjects related to the environment within Serbian elementary and general secondary education. This analysis was performed on the second cycle of the elementary school curricula and the general secondary education curricula for the following compulsory subjects: biology, chemistry and geography. It uses the holistic framework of EE goals, as defined by the Tbilisi Declaration as well as the concept of environmental literacy, as defined by the authors of the National Environmental Literacy Assessment used in the US, which distinguish four components of environmental literacy: ecological knowledge, cognitive skills, environmental affects and pro-environmental behavior. The results clearly show the dominance of the cognitive when compared with the affective and behavioral dimensions in both primary and secondary education. The focus of education on measurable outcomes offers firm structure for planning and evaluation, but underestimates the importance of preferences, values, enjoyment and does not facilitate rewarding the main source of pro-environmental behavior. Starting from the holistic and whole school approach to environmental education, the authors re-emphasize the need to bridge the existing gap and to provide policy support to teachers in developing their own as well as students’ environmental engagement and resilience.
  • Publisher: Basel: MDPI AG
  • Language: English
  • Identifier: ISSN: 2071-1050
    EISSN: 2071-1050
    DOI: 10.3390/su15086370
  • Source: GFMER Free Medical Journals
    Coronavirus Research Database
    ROAD: Directory of Open Access Scholarly Resources
    ProQuest Central
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