dc.creator | Orlovic Lovren, Violeta | |
dc.creator | Marusic Jablanovic, Milica | |
dc.date.accessioned | 2023-10-06T11:33:37Z | |
dc.date.available | 2023-10-06T11:33:37Z | |
dc.date.issued | 2023 | |
dc.identifier.issn | 2071-1050 | |
dc.identifier.uri | http://reff.f.bg.ac.rs/handle/123456789/4912 | |
dc.description.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. | sr |
dc.language.iso | en | sr |
dc.publisher | MDPI, Basel, Switzerland | sr |
dc.relation | Ministry of Science, Technological Development and Innovation of the Republic of Serbia (Contract No. 451-03-47/2023-01/200018 | sr |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.source | Sustainability 2023 | sr |
dc.subject | Learning outcomes | sr |
dc.subject | affective dimension | sr |
dc.subject | teachers | sr |
dc.subject | environmental education | sr |
dc.subject | Serbia | sr |
dc.title | Bridging the Gap: The Affective Dimension of Learning Outcomes in Environmental Primary and Secondary Education | sr |
dc.type | article | sr |
dc.rights.license | BY | sr |
dc.citation.issue | 8 | |
dc.citation.rank | M22~ | |
dc.citation.spage | 6370 | |
dc.citation.volume | 15 | |
dc.identifier.doi | 10.3390/su15086370 | |
dc.identifier.fulltext | http://reff.f.bg.ac.rs/bitstream/id/12045/sustainability-15-06370.pdf | |
dc.type.version | publishedVersion | sr |