Title
The effect of Flemish eco-schools on student environmental knowledge, attitudes and effectThe effect of Flemish eco-schools on student environmental knowledge, attitudes and effect
Author
Faculty/Department
Faculty of Social Sciences. Instructional and Educational Sciences
Research group
EduBROn
Publication type
article
Publication
London
Subject
Educational sciences
Source (journal)
International journal of science education. - London
Volume/pages
33(2011):11, p. 1513-1538
ISSN
0950-0693
ISI
000300220700003
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Affiliation
University of Antwerp
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.
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