Science education for environmental awareness: approaches to integrating cognitive and affective domains

By M. Littledyke. 2008

333 citations recorded by the source corpus.

Subfields: Education, Management, Monitoring, Policy and Law, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1de09c8029126c3e3a95274886ef8d411317688d

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In Education

In Management, Monitoring, Policy and Law

In Social Psychology

Citations in the corpus

Merging Theory of Planned Behavior and Value Identity Personal norm model to explain pro-environmental behaviors (2020, background): “Moreover, given the importance in environmental education, science education plays a fundamental role in improving comprehension of scientific principles supporting environmental issues ( Littledyke, 2008 ).”
Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework (2019, background): “It has been argued that an ESD approach incorporates both cognitive and affective components of learning [19,20].”
Implementing Education for Sustainable Development in Namibia: School Teachers’ Perceptions and Teaching Practices (2018, background): “Thus, reasons and emotions can be integrated with socially or ecologically beneficial behaviour at the individual, societal and political levels (Littledyke, 2008).”
Contributions from citizen science to science education: an examination of a biodiversity citizen science project with schools in Central Europe (2018, background): “This also provides evidence to emphasise the importance of the scientist’s image as a real-life-person rather than the stereotyped male ‘egghead scientist’ (Littledyke, 2008).”
Environmental literacy comparison between eco-schools and ordinary schools in Slovenia (2009, background): “Moreover, scientific literacy overlaps in some of respects (Mathews 1997, Littledyke 2008) with environmental literacy.”
Environmental sustainability in higher education: What do academics think? (2013, background): “However, as Littledyke (2008) explains, the sciences have indeed transitioned since developments in the twentieth century, from a stereotypical modernist worldview, to a constructivist postmodern science where there is now potentially more room for sustainability.”