The impact of direct and indirect experiences on the development of environmental knowledge, attitudes, and behavior

By Mat D. Duerden, P. Witt. 2010

407 citations recorded by the source corpus.

Subfields: General Agricultural and Biological Sciences, Management, Monitoring, Policy and Law, Social Psychology

View Paper: https://www.semanticscholar.org/paper/537051d5830f0908a905d52fe4c4bb463616dde0

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In General Agricultural and Biological Sciences

In Management, Monitoring, Policy and Law

In Social Psychology

Citations in the corpus

Ecotourism Behavior of Nature-Based Tourists: An Integrative Framework (2018, background): “In addition, a direct experience is more effective for learning than an indirect experience (Duerden and Witt 2010).”
Children’s Restorative Experiences and Self-Reported Environmental Behaviors (2015, background): “Researchers tend to agree that outdoor EE programs are those that have the strongest effect on children’s proenvironmentalism (Duerden & Witt, 2010), mainly due to children’s direct contact with nature (Cheng & Monroe, 2012; Larson et al., 2011).”
Getting to know nature: evaluating the effects of the Get to Know Program on children’s connectedness with nature (2017, background): “In fact, research suggests that creating a direct experience with nature fosters greater environmental knowledge than indirect experiences (Duerden and Witt 2010).”
A Nationwide Survey Evaluating the Environmental Literacy of Undergraduate Students in Taiwan (2018, background): “There had been substantial debates over the years about environmental literacy and the relationships among knowledge, attitudes, and behavior [30,31,40].”
The influence of recreation experience and environmental attitude on the environmentally responsible behavior of community-based tourists in Taiwan (2015, background): “With more environmental knowledge, tourists may improve their environmental attitude (Collado et al., 2013; Duerden & Witt, 2010).”
Sense of place in environmental education (2012, background): “…and meaningful actions (Kaplan and Kaplan 2005), well-being (Sampson and Gifford 2010), pro-environmental behavior, knowledge, and attitudes (Duerden and Witt 2010; Vaske and Kobrin 2001), place-based education (Gruenewald and Smith 2008; Semken and Brandt 2010; Sobel 2005), situated…”
From ordinary to extraordinary: A framework of experience types (2018, background): “…acquired through two different processes: indirectly through persuasion based on listening to arguments and observation (e.g., watching a video about snow skiing) and directly from experiences (e.g., going snow skiing) (Dewey, 1938; Duerden & Witt, 2010, Fazio & Zanna, 1978; Millar & Millar, 1996).”
Experiencing nature in children's summer camps: Affective, cognitive and behavioural consequences (2013, background): “More recently, Duerden and Witt (2010) evaluated the effects of an intervention that included both indoor preparatory activities and outdoor activities in a sleepover camp.”
Transforming Environmental Knowledge Into Behavior: The Mediating Role of Environmental Emotions (2015, background): “For this reason, imparting knowledge has become a common target of many interventions aimed at generating behavioral change (Duerden & Witt, 2010).”
The Effect of Flemish Eco‐Schools on Student Environmental Knowledge, Attitudes, and Affect (2011, background): “Duerden and Witt (2010) distinguished direct from indirect (learning) experiences with nature.”
The Effect of a Nature-Based Environmental Education Program on Children’s Environmental Attitudes and Behaviors: A Randomized Experiment with Primary Schools (2020, background): “There is empirical evidence showing that participation in EE programs promotes positive changes in children’s EA [15,31], connectedness to nature [13], and environmental knowledge [32].”