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Competence formation in environmental education: advancing ecology-specific rather than general abilities


Kaiser, F G; Roczen, N; Bogner, F X (2008). Competence formation in environmental education: advancing ecology-specific rather than general abilities. Umweltpsychologie, 12(2):56-70.

Abstract

Traditionally, the focus in environmental education is on theoretically derived ecology-unspecific abilities (e.g., critical thinking). Such general abilities are, however, behavior-distal and thereby often found to be empirically rather irrelevant to individual performance. By contrast, our competence model is grounded in the ecology-specific abilities "environmental knowledge" and "people's connectedness with nature", both of which have been identified to empirically augment individual conservation behavior. In this paper, we argue for an evidence-based competence model whose real-life attainment is to ecologically improve the entire consumption pattern of individuals. From our review of the literature, we conclude that competence formation in environmental education--next to advancements in knowledge and in people's enjoyable experiences in nature--should preferably also involve knowledge integration and, thus, structural development.

Abstract

Traditionally, the focus in environmental education is on theoretically derived ecology-unspecific abilities (e.g., critical thinking). Such general abilities are, however, behavior-distal and thereby often found to be empirically rather irrelevant to individual performance. By contrast, our competence model is grounded in the ecology-specific abilities "environmental knowledge" and "people's connectedness with nature", both of which have been identified to empirically augment individual conservation behavior. In this paper, we argue for an evidence-based competence model whose real-life attainment is to ecologically improve the entire consumption pattern of individuals. From our review of the literature, we conclude that competence formation in environmental education--next to advancements in knowledge and in people's enjoyable experiences in nature--should preferably also involve knowledge integration and, thus, structural development.

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Additional indexing

Other titles:Kompetenzförderung in der Umweltbildung
Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Psychology
Dewey Decimal Classification:150 Psychology
Language:English
Date:2008
Deposited On:31 Jan 2009 15:30
Last Modified:06 Dec 2017 16:28
Publisher:Pabst Science Publishers
ISSN:1434-3304
Official URL:http://www.umps.de/php/artikeldetails.php?id=316
Related URLs:http://www.umps.de/php/index.php (Publisher)

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