Publication
Title
The effect of Flemish eco-schools on student environmental knowledge, attitudes and effect
Author
Abstract
Eco-schools aim to improve the environment through direct and indirect effects. Direct effects are those that result from the implementation of an environmental management system. Indirect effects are educational gains. The current study examines the effectiveness of eco-schools concerning three student outcomes: (1) environmental knowledge, (2) environmental attitudes, and (3) environmental affect. The study includes 1287, 10-12-year-olds from 59 schools (38 eco-schools and 21 control schools). Multivariate multilevel regression analyses show that eco-schools mainly influence their students' environmental knowledge; they do not influence environmental affect. Eco-school students, furthermore, have equal preservation attitudes and lower utilization attitudes, as compared to control-school students. The implications of these results for research and practice are discussed.
Language
English
Source (journal)
International journal of science education. - London
Publication
London : 2011
ISSN
0950-0693
Volume/pages
33:11(2011), p. 1513-1538
ISI
000300220700003
Full text (Publisher's DOI)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identification
Creation 06.05.2011
Last edited 15.07.2017
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