Bridging the Gap: The Affective Dimension of Learning Outcomes in Environmental Primary and Secondary Education
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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 environme...ntal
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.
Кључне речи:
Learning outcomes / affective dimension / teachers / environmental education / SerbiaИзвор:
Sustainability 2023, 2023, 15, 8, 6370-Издавач:
- MDPI, Basel, Switzerland
Финансирање / пројекти:
- Ministry of Science, Technological Development and Innovation of the Republic of Serbia (Contract No. 451-03-47/2023-01/200018
Институција/група
Andragogija / AndragogyTY - JOUR AU - Orlovic Lovren, Violeta AU - Marusic Jablanovic, Milica PY - 2023 UR - http://reff.f.bg.ac.rs/handle/123456789/4912 AB - 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. PB - MDPI, Basel, Switzerland T2 - Sustainability 2023 T1 - Bridging the Gap: The Affective Dimension of Learning Outcomes in Environmental Primary and Secondary Education IS - 8 SP - 6370 VL - 15 DO - 10.3390/su15086370 ER -
@article{ author = "Orlovic Lovren, Violeta and Marusic Jablanovic, Milica", year = "2023", abstract = "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 = "MDPI, Basel, Switzerland", journal = "Sustainability 2023", title = "Bridging the Gap: The Affective Dimension of Learning Outcomes in Environmental Primary and Secondary Education", number = "8", pages = "6370", volume = "15", doi = "10.3390/su15086370" }
Orlovic Lovren, V.,& Marusic Jablanovic, M.. (2023). Bridging the Gap: The Affective Dimension of Learning Outcomes in Environmental Primary and Secondary Education. in Sustainability 2023 MDPI, Basel, Switzerland., 15(8), 6370. https://doi.org/10.3390/su15086370
Orlovic Lovren V, Marusic Jablanovic M. Bridging the Gap: The Affective Dimension of Learning Outcomes in Environmental Primary and Secondary Education. in Sustainability 2023. 2023;15(8):6370. doi:10.3390/su15086370 .
Orlovic Lovren, Violeta, Marusic Jablanovic, Milica, "Bridging the Gap: The Affective Dimension of Learning Outcomes in Environmental Primary and Secondary Education" in Sustainability 2023, 15, no. 8 (2023):6370, https://doi.org/10.3390/su15086370 . .