The Effect of Information Source on Higher Education Students' Sustainability Knowledge

Autor/inn/en	Michel, Jessica Ostrow; Zwickle, Adam
Titel	The Effect of Information Source on Higher Education Students' Sustainability Knowledge
Quelle	In: Environmental Education Research, 27 (2021) 7, S.1080-1098 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Michel, Jessica Ostrow) ORCID (Zwickle, Adam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2021.1897527
Schlagwörter	Undergraduate Students; State Universities; Information Sources; Knowledge Level; Sustainable Development; Environmental Education; Higher Education; Secondary Education; Informal Education; Social Influences; Social Media; Mass Media Effects; Organizational Communication; Prior Learning; Parent Influence; Student Characteristics; Correlation; Michigan + Suchen Sie Ihr Suchwort? Staatliche Universität; Information source; Informationsquelle; Wissensbasis; Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sekundarbereich; Informelle Bildung; Nichtformale Bildung; Sozialer Einfluss; Soziale Medien; Vorkenntnisse; Korrelation
Abstract	When it comes to what higher education students know about sustainability, where they learn matters. In this study, we explore the extent to which students' level of sustainability knowledge differed according to where they previously learned about the environment. In an online survey administered to undergraduate students enrolled at Michigan State University, a large university in the Midwestern region of the United States, we found a significant relationship between students' level of sustainability knowledge and their environmental learning source. Environmental knowledge gained in the classroom, both at the secondary and postsecondary levels, had the strongest (positive) influence on students' present sustainability knowledge, while there was a significant (negative) relationship between how frequently students gathered knowledge from their parents and their level of knowledge. Results from this study suggest that instructors need to be intentional about the types of prior knowledge they use as a springboard when teaching students about sustainability. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01