How do learners in developed and developing countries relate to environmental issues?

How do learners in developed How do learners in developed and developing countries and developing countries relate to environmental relate to environmental

issues? issues?

Ricardo Trumper, Faculty of Ricardo Trumper, Faculty of Science and Science Science and Science

Education, Haifa University, Education, Haifa University, IsraelIsrael

April 20, 2023April 20, 2023 ESERA 2009 CONFERENCEESERA 2009 CONFERENCE 22

IntroductionIntroduction

Many environmental problems (and Many environmental problems (and their solutions) are science-related. their solutions) are science-related.

Science education has a key role in Science education has a key role in preparing young people to cope and preparing young people to cope and deal responsibly with the emerging deal responsibly with the emerging environmental challenges.environmental challenges.


Students' emerging attitudes to science – Students' emerging attitudes to science – including natural and environmental including natural and environmental science – generate feelings that may science – generate feelings that may influence lifelong attitudes and behaviors.influence lifelong attitudes and behaviors.

Students' attitudes toward environmental Students' attitudes toward environmental issues have been evaluated by a number issues have been evaluated by a number of authors: of authors:

- There is not a conclusive relation - There is not a conclusive relation between attitudes and genderbetween attitudes and gender ..


- Young children have more positive - Young children have more positive attitudes toward environmental issues attitudes toward environmental issues than older students. than older students.

- Environmental concern influences - Environmental concern influences behavior indirectly. behavior indirectly.

- Objective knowledge has been found - Objective knowledge has been found to have significant relationships to have significant relationships with environmental behavior. with environmental behavior.


The findings may help us understand the The findings may help us understand the challenges facing science educators in the challenges facing science educators in the endeavor to develop students committed to endeavor to develop students committed to environmental action. environmental action.

In this study we compared students' attitudes In this study we compared students' attitudes and interests towards environmental issues in and interests towards environmental issues in developed and developing countries. developed and developing countries.


The theoretical perspectives are described by The theoretical perspectives are described by Schreiner et al. (2005) who assume that to be Schreiner et al. (2005) who assume that to be willing to meet the environmental challenges, a willing to meet the environmental challenges, a person mustperson must::

have hope and visions for the future;have hope and visions for the future; have a general feeling that she or he can have a general feeling that she or he can

influence the future of the world and be influence the future of the world and be motivated to action;motivated to action;

be interested and engaged in the issue;be interested and engaged in the issue;


The ROSE ProjectThe ROSE Project ROSE is an international comparative ROSE is an international comparative

research project meant to shed light on research project meant to shed light on affective factors of importance for the affective factors of importance for the learning of science and technology. learning of science and technology.

The ROSE survey was conducted in The ROSE survey was conducted in 2003 and 2004.2003 and 2004.

The study comprised 36,728 students The study comprised 36,728 students from 34 different countries, most of from 34 different countries, most of them 15 years old. them 15 years old.


Students gave their responses on four-Students gave their responses on four-point Likert scales with categories of point Likert scales with categories of 'Not interested'-'Very interested,' 'Not interested'-'Very interested,' 'Disagree'-'Agree,' 'Not important-'Disagree'-'Agree,' 'Not important-Very important,' and 'Never-Often.'Very important,' and 'Never-Often.'

The 250 questionnaire items were The 250 questionnaire items were merged into composite variables or merged into composite variables or clusters, each of which constituted one clusters, each of which constituted one index. index.


Theoretical perspectives, exploratory Theoretical perspectives, exploratory factor analysis, and reliability analyses factor analysis, and reliability analyses using Cronbach's alpha led to the using Cronbach's alpha led to the structure of the current indexes: "What structure of the current indexes: "What I want to learn about", "My future I want to learn about", "My future job", "Me and the environmental job", "Me and the environmental challenges", "My science classes", "My challenges", "My science classes", "My opinion about science and technology" , opinion about science and technology" , "My out-of-school experiences" and "My out-of-school experiences" and "Me as a scientist"."Me as a scientist".


What I want to learn aboutWhat I want to learn about How interested are you in How interested are you in learning about the following? learning about the following?

E3. The ozone layer and how it may be affected by E3. The ozone layer and how it may be affected by humans.humans.

E4. The greenhouse effect and how it may be E4. The greenhouse effect and how it may be changed by humans.changed by humans.

E5. What can be done to ensure clean air and safe E5. What can be done to ensure clean air and safe drinking water.drinking water.

E16. How to protect endangered species of animals.E16. How to protect endangered species of animals.

E20. How energy can be saved or used in a more E20. How energy can be saved or used in a more effective way.effective way.


My future jobMy future jobHow important are the How important are the following issues for your following issues for your potential future occupation potential future occupation or job?or job?

B4. B4. Working in the area of environmental protection.Working in the area of environmental protection.


Me and the environmental Me and the environmental challengeschallengesTo what extent do you agree To what extent do you agree with the following statements with the following statements about problems with the about problems with the environment?environment? D1. D1. Threats to the environment are not my Threats to the environment are not my

business.business.D2. Environmental problems make the future D2. Environmental problems make the future

of the world look bleak and hopeless.of the world look bleak and hopeless.D3. Environmental problems are exaggerated.D3. Environmental problems are exaggerated.D5. I am willing to have environmental D5. I am willing to have environmental

problems solved even if this means problems solved even if this means sacrificing many goods.sacrificing many goods.


Degree of development of Degree of development of the different countriesthe different countries

We used the Human Development Report We used the Human Development Report (HDR) (UNDP, 2003) published annually by (HDR) (UNDP, 2003) published annually by the United Nations Development Program. In the United Nations Development Program. In each HDR the countries are ranked according each HDR the countries are ranked according to the Human Development Index (HDI).to the Human Development Index (HDI).

The HDI is a composite of three basic The HDI is a composite of three basic components of human development: health components of human development: health (life expectancy), education (adult literacy and (life expectancy), education (adult literacy and mean years of schooling), and standard of mean years of schooling), and standard of living (purchasing power, based on real GDP living (purchasing power, based on real GDP per capita adjusted for the local cost of living).per capita adjusted for the local cost of living).


The Human Development The Human Development Index of the countries Index of the countries

analyzed, in 2003analyzed, in 2003CountryCountryHDIHDILife expectancyLife expectancyGDPGDP Per capita Per capita

Norway (1)Norway (1).963 .963 79.479.437,670 37,670

Japan (11)Japan (11).943.94382.082.027,967 27,967

England England (15) (15).939 .939 78.478.427,147 27,147

Israel Israel (23) (23).915 .915 79.779.720,033 20,033

Czech Rep. Czech Rep. (31) (31).874 .874 75.675.616,357 16,357

Poland Poland (36) (36).858 .858 74.374.311,37911,379

Malaysia Malaysia (61) (61).796 .796 73.273.29,512 9,512

Turkey Turkey (94) (94).750.75068.768.76,772 6,772

Zimbabwe Zimbabwe (145) (145).505 .505 36.936.92,443 2,443

Swaziland Swaziland (147) (147).498 .498 32.532.54,726 4,726

Lesotho Lesotho (149) (149).497 .497 36.336.32,561 2,561


Findings Findings

1. 1. Are students' hopes and visions for the future Are students' hopes and visions for the future of the environment related to their countries' of the environment related to their countries' degree of development?degree of development?

Two items were intended to tap into Two items were intended to tap into respondents' future images of the respondents' future images of the environment:environment:

- D2: Environmental problems make the future - D2: Environmental problems make the future of the world look bleak and hopeless, andof the world look bleak and hopeless, and

- D7: We can still find solutions to our - D7: We can still find solutions to our environmental problemsenvironmental problems


1

1.5

2

2.5

3

3.5

4

Leso

tho

Swazila

nd

Zimba

bwe

Bangla

desh

India

Turke

y

Mala

ysia

Poland

Czech

Rep

.

Israel

Spain

Englan

d

Japa

n

Norway

D2

D7

D2: Environmental problems make the future of the world look D2: Environmental problems make the future of the world look bleak and hopelessbleak and hopeless

D7: We can still find solutions to our environmental problemsD7: We can still find solutions to our environmental problems


On average students in all countries were On average students in all countries were concerned (D2) and optimistic (D7)concerned (D2) and optimistic (D7) in their in their approach to the future of the environment, but it approach to the future of the environment, but it seems that students in developing countries were seems that students in developing countries were more concerned and more hopeful.more concerned and more hopeful.

D2: Environmental problems make the future of the world look bleak and hopeless

0102030405060708090

100

Swazila

nd

Zim

babwe

Bangl

ades

hIn

dia

Turk

ey

Mala

ysia

Latv

iaIsr

ael

Spain

Finla

nd

Japa

n

Irelan

d

Disagree

AgreeD7: We can still find solutions to our

environmental problems

0102030405060708090

100

Swazila

nd

Zimbab

we

Bangla

desh

Indi

a

Turke

y

Mal

aysia

Latv

iaIs

rael

Spain

Finlan

d

Japa

n

Irelan

d

Disagree

Agree


For these two items we found For these two items we found an inverse relationship with an inverse relationship with the HDI: the higher the level the HDI: the higher the level of development in a country,of development in a country,

the lower students' agreement the lower students' agreement that the world looks "bleak and that the world looks "bleak and hopeless" due to the hopeless" due to the environmental problems, environmental problems, Pearson = .674 (p < .01), andPearson = .674 (p < .01), and

the lower students' agreement the lower students' agreement that we can still find solutions that we can still find solutions to our environmental problems, to our environmental problems, Pearson = .486 (p < .01). Pearson = .486 (p < .01).


2. Is students' personal engagement in the 2. Is students' personal engagement in the environmental protection issue related to their environmental protection issue related to their countries' degree of development?countries' degree of development?

2a. Some items have in common a lack of concern 2a. Some items have in common a lack of concern - environmental problems are overstated- environmental problems are overstated

D3: Environmental problems are exaggerated D3: Environmental problems are exaggerated

D8: People worry too much about environmental D8: People worry too much about environmental problemsproblems

Cronbach’s alpha coefficient from 0.37 to 0.62 Cronbach’s alpha coefficient from 0.37 to 0.62


1

1.5

2

2.5

3

3.5

4

Leso

tho

Swazila

nd

Zimba

bwe

Bangla

desh

India

Turke

y

Mala

ysia

Poland

Czech

Rep

.

Israel

Spain

Englan

d

Japa

n

Norway

Results for “environmental Results for “environmental problems are overstated”problems are overstated”


We found an inverse relationship with the We found an inverse relationship with the HDI:HDI: the higher the level of development in a the higher the level of development in a country, country,

the less students the less students agree that agree that environmental environmental problems are problems are overstated.overstated.

(Pearson = .626, (Pearson = .626,

p < .01)p < .01)


2b. Other items describe another aspect of lack 2b. Other items describe another aspect of lack of concern - solving environmental problems of concern - solving environmental problems is somebody else's job is somebody else's job

D1: Threats to the environment are not my D1: Threats to the environment are not my businessbusiness

D11: It is the responsibility of the rich D11: It is the responsibility of the rich countries to solve the environmental countries to solve the environmental problems of the worldproblems of the world

D13: Environmental problems should be left to D13: Environmental problems should be left to the expertsthe experts



1

1.5

2

2.5

3

3.5

4

Leso

tho

Swazila

nd

Zimba

bwe

Bangla

desh

India

Turke

y

Mala

ysia

Poland

Czech

Rep

.

Israel

Spain

Englan

d

Japa

n

Norway

Results for “solving environmental Results for “solving environmental problems is somebody else’s job”problems is somebody else’s job”


We found a direct relationship with the HDI:We found a direct relationship with the HDI: the higher the level of development in a the higher the level of development in a country, country,

the more students the more students agree that solving agree that solving ”environmental ”environmental problems is somebody problems is somebody else’s job”.else’s job”.

(Pearson = .368, (Pearson = .368,

p < .05)p < .05)


2c. There are items which describe a tendency 2c. There are items which describe a tendency to become involved – personal involvementto become involved – personal involvement

D5: I am willing to have environmental D5: I am willing to have environmental problems solved even if this means problems solved even if this means sacrificing many goodssacrificing many goods

D6: I can personally influence what happens D6: I can personally influence what happens with the environmentwith the environment



2d. Other items describe a tendency to 2d. Other items describe a tendency to collective involvementcollective involvement

D7: We can still find solutions to our D7: We can still find solutions to our environmental problems environmental problems

D10: People should care more about protection D10: People should care more about protection of the environment of the environment

D12: I think each of us can make a significant D12: I think each of us can make a significant contribution to environmental protectioncontribution to environmental protection



1

1.5

2

2.5

3

3.5

4

Leso

tho

Swazila

nd

Zimba

bwe

Bangla

desh

India

Turke

y

Mala

ysia

Poland

Czech

Rep

.

Israel

Spain

Englan

d

Japa

n

Norway

Personal

Collective

Results for “involvement”Results for “involvement”


1

1.5

2

2.5

3

3.5

4

Leso

tho

Swazila

nd

Zimba

bwe

Bangla

desh

India

Turke

y

Mala

ysia

Poland

Czech

Rep

.

Israel

Spain

Englan

d

Japa

n

Norway

D5

Collective

D5 - “I am willing to have environmental problems solved even D5 - “I am willing to have environmental problems solved even if this means sacrificing many goods”, represents the strongest if this means sacrificing many goods”, represents the strongest personally responsible statement forpersonally responsible statement for the environment the environment


We found an inverse relationship We found an inverse relationship with the HDI:with the HDI: the higher the the higher the level of development in a country, level of development in a country, students are lessstudents are less

- prepared to sacrifice goods prepared to sacrifice goods (Pearson = .658, p < .05)(Pearson = .658, p < .05)

- personally involved personally involved (Pearson = .444, p < .01)(Pearson = .444, p < .01)

- collectively involvedcollectively involved (Pearson (Pearson = .571, p < .01)= .571, p < .01)


- Students generally recognized the severity of - Students generally recognized the severity of global environmental issues, believed they global environmental issues, believed they must become involved in them, and supported must become involved in them, and supported international action to address them. international action to address them.

The conclusion we may draw from these four The conclusion we may draw from these four groups of items will be that:groups of items will be that:

- Students in developed countries expected such - Students in developed countries expected such efforts to generate solutions, but were efforts to generate solutions, but were determined that these should have minimal determined that these should have minimal impact on their own future lifestyles.impact on their own future lifestyles.


Interest in learning about environmental issues

1

1.5

2

2.5

3

3.5

4

Leso

tho

Swazila

nd

Zimbab

we

Bangla

desh

Indi

a

Turke

y

Mal

aysia

Polan

d

Czech

Rep

.

Isra

el

Spain

Englan

d

Japa

n

Norway

3. Is students' interest in learning about 3. Is students' interest in learning about environmental challenges related to their environmental challenges related to their countries' degree of development?countries' degree of development?



the lower the the lower the students' interest in students' interest in learning learning environmental environmental topics, (Pearson topics, (Pearson = .866, p < .01) = .866, p < .01)


Future job

1

1.5

2

2.5

3

3.5

Leso

tho

Swazila

nd

Zimbab

we

Bangla

desh

Indi

a

Turke

y

Mal

aysia

Polan

d

Czech

Rep

.

Isra

el

Spain

Englan

d

Japa

n

Norway

4. 4. Is students' view of their future jobs as Is students' view of their future jobs as related to environmental issues related to related to environmental issues related to their countries' degree of development?their countries' degree of development?



the lower the the lower the importance its importance its students ascribe to students ascribe to their future jobs their future jobs dealing with dealing with environmental environmental problemsproblems, (Pearson (Pearson = .829, p < .01)= .829, p < .01)


We explored the We explored the overall similarities overall similarities between countries between countries in all the variables in all the variables considered in this considered in this study, by a study, by a hierarchical hierarchical cluster analysis. cluster analysis. Results are Results are presented in a presented in a dendrogram. dendrogram.


Following, we performed a MANOVA and t-Following, we performed a MANOVA and t-tests comparing high HDI countries from one tests comparing high HDI countries from one side, and mid and low HDI countries from the side, and mid and low HDI countries from the other side. other side.

-- more concerned and optimistic about more concerned and optimistic about environmental problems;environmental problems;

- more personally and collectively involved in - more personally and collectively involved in environmental issues;environmental issues;

- more interested in learning environmental topics - more interested in learning environmental topics and in seeing their future jobs dealing with and in seeing their future jobs dealing with environmental protection.environmental protection.

Students in medium and low developed Students in medium and low developed countries are:countries are:


ConclusionsConclusions

The findings show a very similar pattern The findings show a very similar pattern of responses across the industrialized of responses across the industrialized countries in contrast to that in the countries in contrast to that in the developing world.developing world.


So, what should be the implications for So, what should be the implications for environmental science education? environmental science education?

We think it is important to develop We think it is important to develop environmental science education programs environmental science education programs that are based on each country's own that are based on each country's own ecological, cultural, political, educational, ecological, cultural, political, educational, and economic context.and economic context.


Against that, environmental science Against that, environmental science education in developing countries may rely education in developing countries may rely on the more positive attitudes shown by on the more positive attitudes shown by youngsters.youngsters.

The main issue in developed countries is to The main issue in developed countries is to enhance students' concern for an enhance students' concern for an involvement in environmental problems, involvement in environmental problems, and to increase students' interest in and to increase students' interest in learning environmental topics.learning environmental topics.


Schreiner & Sjøberg (2005) have argued Schreiner & Sjøberg (2005) have argued that one of the main goals of environmental that one of the main goals of environmental science education for empowering students science education for empowering students in developed countries to act responsibly in developed countries to act responsibly with the environmental issue should be with the environmental issue should be stimulating students' awareness of what stimulating students' awareness of what future they would prefer, that is visualizing future they would prefer, that is visualizing the alternatives and the aims one wants to the alternatives and the aims one wants to work towards.work towards.


Thakadu (1997) recommended that Thakadu (1997) recommended that "indigenous knowledge should form the basis "indigenous knowledge should form the basis of environmental conservation education“ in of environmental conservation education“ in developing countries, and that it should be a developing countries, and that it should be a vital component in every subject matter. vital component in every subject matter.

Van Damme (1999) highlighted the role of Van Damme (1999) highlighted the role of adults in enriching the curriculum and argued adults in enriching the curriculum and argued for a contextualizing of schools in for a contextualizing of schools in communities.communities.


She also argued for the need "to bridge gaps She also argued for the need "to bridge gaps and provide space in schools for adults to and provide space in schools for adults to interact with learners about indigenous interact with learners about indigenous environmental knowledge learnt at home“. environmental knowledge learnt at home“.

Also of importance in the incorporation of Also of importance in the incorporation of indigenous knowledge into formal education indigenous knowledge into formal education is the inclusion of traditional methods of is the inclusion of traditional methods of teaching and learning (oral transmission teaching and learning (oral transmission methods) and the use of local community methods) and the use of local community resource persons (particularly the elders who resource persons (particularly the elders who are considered repositories of indigenous are considered repositories of indigenous knowledge in communities) (Shava , 2005).knowledge in communities) (Shava , 2005).

In developed countries, where youngsters In developed countries, where youngsters reject ideologies and role models, we may reject ideologies and role models, we may rely only on students’ visions of their own rely only on students’ visions of their own future alternatives.future alternatives.

ConcludingConcluding::

Against that, in developing countries it Against that, in developing countries it may be possible to lean on “indigenous” may be possible to lean on “indigenous” or local knowledge transmitted mainly or local knowledge transmitted mainly by ancestors.by ancestors.


Thank you very much for your Thank you very much for your attention. Shalomattention. Shalom!!

Documents

How do learners in developed and developing countries relate to environmental issues?