Let's Read Green! A Comparison between Approaches in Different Disciplines to Enhance Preservice Teachers' Environmental Attitudes

Autor/inn/en	Martín-Ezpeleta, Antonio; Martínez-Urbano, Patricio; Echegoyen-Sanz, Yolanda
Titel	Let's Read Green! A Comparison between Approaches in Different Disciplines to Enhance Preservice Teachers' Environmental Attitudes
Quelle	In: Environmental Education Research, 28 (2022) 6, S.886-906 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martín-Ezpeleta, Antonio) ORCID (Echegoyen-Sanz, Yolanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2050186
Schlagwörter	Preservice Teachers; Conservation (Environment); Attitudes; Humanities; Environmental Education; Interdisciplinary Approach; Student Teacher Attitudes; Gender Differences; Literature; Sciences; Foreign Countries; Attitude Change; Intervention; Spain + Suchen Sie Ihr Suchwort? Conservation; Environment; Konservierung; Bewahung; Umwelt; Attitude; Einstellung; Verhalten; Geisteswissenschaften; Humanwissenschaften; Umweltbildung; Umwelterziehung; Umweltpädagogik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Geschlechterkonflikt; Literatur; Science; Wissenschaft; Ausland; Attitudinal change; Einstellungsänderung; Spanien
Abstract	This article examines the effect of different educational approaches to environmental education (EE) in the environmental attitudes of 507 preservice teachers. In one experimental group EE was addressed in a science subject and in other experimental group in a literature subject. The latter integrated content and competences in a transdisciplinary way, overcoming the idea that environmental attitudes should only be addressed in science classes. The analysis of their responses to the Environmental Attitudes Inventory (EAI) in a prestest-postest design show that both approaches were able to increase their pro-environmental attitudes, while the control group showed no significant changes. The educational intervention at the literature subject was able to significantly increase those dimensions related to preserving nature and the diversity of natural species in their original natural state, while the educational intervention at the science subject was also able to significantly decrease those dimensions related to the belief that it is right and even necessary to use and alter nature, natural phenomena, and species for human objectives. Female future teachers had more favorable attitudes towards nature than their male counterparts, but no statistically significant differences were observed according to gender for a specific educational approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01