Volume 4

Environmental Discourses in Science Education

Series Editors

Michael P. Mueller

Eagle River, AK, USA

Deborah J. Tippins

University of Georgia, Athens, GA, USA

Editorial Board

Caren Cooper

North Carolina State University, Raleigh, USA

Mariona Espinet

Univ Autònoma de Barcelona, Fac de, Cerdanyola del Vallès, Barcelona, Spain

David Greenwood

Faculty of Education, Lakehead University, Gorham, ON, Canada

Elizabeth McKinley

Melbourne Grad Sch of Educ, Lvl 5, University of Melbourne, Melbourne, VIC, Australia

Clayton Pierce

Western Washington University, Bellingham, USA

Maria S. Rivera Maulucci

336B Milbank Hall, Barnard College, New York, NY, USA

Giuliano Reis

Faculty of Education, University of Ottawa, Ottawa, ON, Canada

Arthur J. Stewart

Oak Ridge Associated Universities, Oak Ridge, TN, USA

This series wrestles with the tensions situated between environmental and science education and addresses the scholarly efforts to bring confluence to these two projects with the help of ecojustice philosophy. As ecojustice is one of the fastest emerging trends for evaluating science education policy, the topics addressed in this series can help guide pedagogical trends such as critical media literacy, citizen science, and activism. The series emphasizes ideological analysis, curriculum studies and research in science educational policy, where there is a need for recognizing the tensions between cultural and natural systems, the way language is endorsed within communities and associated influence, and morals and ethics embedded in school science. Conversations and new perspectives on residual issues within science education are likely to be addressed in nuanced ways when considering the significance of ecojustice, defensible environmentalism, free-choice. Book proposals for this series may be submitted to the Publishing Editor: Claudia Acuna E-mail: Claudia.​Acuna@springer.​com

EDITORIAL BOARD

Caren Cooper, North Carolina State University, USA

Mariona Espinet, University of Barcelona, Spain

David Greenwood, Lakehead University, Canada

Elizabeth McKinley, University of Melbourne, Australia

Clayton Todd Pierce, Western Washington University, USA

Maria Rivera Maulucci, Barnard College, USA

Giuliano Reis, University of Ottawa, Canada

Arthur Stewart, Oak Ridge Associated Universities, USA

More information about this series at http://​www.​springer.​com/​series/​11800

Editors

Andreas Ch. Hadjichambis, Pedro Reis, Demetra Paraskeva-Hadjichambi, Jan Činčera, Jelle Boeve-de Pauw, Niklas Gericke and Marie-Christine Knippels

Conceptualizing Environmental Citizenship for 21st Century Education

Editors

Andreas Ch. Hadjichambis

Cyprus Ministry of Education and Culture, Nicosia, Cyprus

Cyprus Centre for Environmental Research and Education, CYCERE, Lemesos, Cyprus

Pedro Reis

Instituto de Educação, Universidade de Lisboa, Lisboa, Portugal

Demetra Paraskeva-Hadjichambi

Cyprus Ministry of Education and Culture, Nicosia, Cyprus

Cyprus Centre for Environmental Research and Education, CYCERE, Lemesos, Cyprus

Jan Činčera

Department of Environmental Studies, Masaryk University, Brno, Czech Republic

Jelle Boeve-de Pauw

University of Antwerp, Belgium, Antwerpen, Belgium

Niklas Gericke

University of Karlstad, Karlstad, Sweden

Marie-Christine Knippels

Freudenthal Institute, Utrecht University, Utrecht, The Netherlands

ISSN 2352-7307e-ISSN 2352-7315

Environmental Discourses in Science Education

ISBN 978-3-030-20248-4e-ISBN 978-3-030-20249-1

https://doi.org/10.1007/978-3-030-20249-1

This book is an open access publication.

© The Editor(s) (if applicable) and The Author(s) 2020

Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Acknowledgements

This book is based on work from Cost Action ENEC (European Network for Environmental Citizenship) (CA16229) supported by COST (European Cooperation in Science and Technology).

COST is a pan-European intergovernmental framework. Its mission is to enable breakthrough scientific and technological developments, leading to new concepts and products, and thereby contribute to strengthening Europe’s research and innovation capacities.

Abbreviations

CE

Citizenship Education

CoP

Community of Practice

DSP

Dominant Social Paradigm

EA

Environmental Attitudes

EB

Environmental Behaviour

EC

Environmental Citizenship

ECn

Environmental Citizen

EE

Environmental Education

EEC

Education for Environmental Citizenship

EfS

Education for Sustainability

ESD

Education for Sustainable Development

FCN

Frequency of Contact with Nature

NC

National Curriculum

NEP

New Environmental Paradigm Scale

PSAs

Public Service Announcements

SE

Science Education

SSIBL

Socio-scientific Inquiry-Based Learning

STEM

Science, Technology, Engineering and Mathematics

TPB

Theory of Planned Behaviour

TPD

Teacher Professional Development

VBN

Values Beliefs Norms

Contents

1 Introduction to the Conceptualisatio​n of Environmental Citizenship for Twenty-First-Century Education 1

Andreas Ch. Hadjichambis and Pedro Reis

Part I Political, Economic and Societal Dimensions of Environmental Citizenship

2 Political Dimensions of Environmental Citizenship 17

Ralph Levinson, Demetra Paraskeva-Hadjichambi, Bjørn Bedsted, Boris Manov and Andreas Ch. Hadjichambis

3 Economic Dimensions of Environmental Citizenship 29

Vladislav Kaputa, Katharina Lapin, Florian Leregger and Haris Gekic

4 Societal Issues and Environmental Citizenship 49

Ivan Šulc, Sofia Morgado, Zorana Đorđević, Slaven Gašparović, Vesela Radović and Dilyana Keranova

Part II Environmental Citizenship as Psychological Construct

5 Knowledge and Environmental Citizenship 69

Marija Smederevac-Lalic, David Finger, Imre Kovách, Mirjana Lenhardt, Jelisaveta Petrovic, Vesna Djikanovic, Daniela Conti and Jelle Boeve-de Pauw

6 Values, Beliefs and Environmental Citizenship 83

Audra Balundė, Mykolas Simas Poškus, Lina Jovarauskaitė, Ariel Sarid, Georgios Farangitakis, Marie-Christine Knippels, Andreas Ch. Hadjichambis and Demetra Paraskeva-Hadjichambi

7 Attitudes and Environmental Citizenship 97

Nicole Bauer, Boldizsár Megyesi, Rares Halbac-Cotoara-Zamfir and Cristina Halbac-Cotoara-Zamfir

Part III Environmental Citizenship in the Context of Environmental Education and Education for Sustainability

8 Education for Environmental Citizenship and Responsible Environmental Behaviour 115

Daphne Goldman, Ralph Hansmann, Jan Činčera, Vesela Radović, Audronė Telešienė, Aistė Balžekienė and Jan Vávra

9 Environmental Citizenship and Youth Activism 139

Pedro Reis

10 Education for Environmental Citizenship and Education for Sustainability 149

Gema Parra, Ralph Hansmann, Andreas Ch. Hadjichambis, Daphne Goldman, Demetra Paraskeva-Hadjichambi, Per Sund, Louise Sund, Niklas Gericke and Daniela Conti

Part IV Environmental Citizenship in Educational Levels

11 Environmental Citizenship in Primary Formal Education 163

Jan Činčera, Marta Romero-Ariza, Mirjana Zabic, Marianna Kalaitzidaki and María del Consuelo Díez Bedmar

12 Environmental Citizenship in the Context of Primary Non-formal Education 179

Jelle Boeve-de Pauw and Rares Halbac-Zamfir

13 Environmental Citizenship in Secondary Formal Education:​ The Importance of Curriculum and Subject Teachers 193

Niklas Gericke, Lihong Huang, Marie-Christine Knippels, Andri Christodoulou, Frans Van Dam and Slaven Gasparovic

14 Educating for Environmental Citizenship in Non-formal Frameworks for Secondary Level Youth 213

Demetra Paraskeva-Hadjichambi, Daphne Goldman, Andreas Ch. Hadjichambis, Gema Parra, Katharina Lapin, Marie-Christine Knippels and Frans Van Dam

15 Education for Environmental Citizenship:​ The Pedagogical Approach 237

Andreas Ch. Hadjichambis and Demetra Paraskeva-Hadjichambi

List of Figures

Fig.​ 2.​1 The spectrum of philosophical and citizenship relationships   25

 

Fig.​ 6.​1 Conceptual model of interaction of individual value patterns with the environment.​ The environment determines the value pattern that is most likely to emerge automatically   88

 

Fig.​ 8.​1 Stern’s classification of environmentally significant behaviour.​ (Based on Stern 2000)  118

 

Fig. 8.2 The general distribution of personal environmental behaviour in Europe (%), ISSP Environment III, 2010,N  = 25,125. (Data: ISSP Research Group 2012)  119

 

Fig.​ 8.​3 The country-level distribution of recycling behaviour (sorting glass for recycling) in European countries (%), ISSP Environment III, 2010.​ (Data:​ ISSP Research Group 2012)  120

 

Fig. 8.4 The country-level distribution, in European countries, of environmental activism compared with data indicating environment and economy as the most important issue for their country (%), ISSP Environment III, 2010,N  = 25,124. (Source: Telešienė and Balžekienė 2016: 168; data: ISSP Research Group 2012)  120

 

Fig.​ 8.​5 Schematic description of main elements of the Theory of Planned Behaviour (TPB)  124

 

Fig.​ 8.​6 Schematic description of main elements of the Norm-Activation Model (NAM) of altruistic behaviour by Schwartz (1977)  125

 

Fig.​ 8.​7 Schematic description of main elements of the Value-Belief-Norm (VBN) model by Stern et al.​ (1999).​ (Adapted by Goldman et al.​ 2014 from Stern et al.​ 1999, with kind permission of the authors)  125

 

Fig.​ 8.​8 The Model of Responsible Environmental Behaviour.​ (Hines et al.​ 1987)  126

 

Fig.​ 8.​9 Revised model of REB.​ (Adapted from Hungerford and Volk 1990)  127

 

Fig.​ 8.​10 Schematic depiction of the Model of Justified Behaviour (MJB) by Hansmann and Steimer (2015).​ (Adapted from Hansmann and Steimer 2015, 2017)  130

 

Fig.​ 8.​11 Green schools’ hope-mediated influence on students’ environmental behaviour and subjective well-being.​ (Source:​ Kerret et al.​ 2014)  131

 

Fig.​ 10.​1 Russian doll model.​ (Modified from Myllyviita and Leskinen 2013)  153

 

Fig.​ 13.​1 Stages of the SSIBL model.​ (Retrieved from Levinson et al.​ 2017; Amos et al.​ in press)  205

 

Fig.​ 13.​2 Two ways of cross-disciplinary teaching in formal secondary education:​ cooperation and collaboration.​ (Modified from Sund and Gericke n.​d.​)  209

 

Fig.​ 15.​1 Examples of Environmental Citizenship action in a 4-axis system  239

 

Fig.​ 15.​2 The scales of action in Education for Environmental Citizenship  240

 

Fig.​ 15.​3 Education for Environmental Citizenship model  240

 

Fig.​ 15.​4 The pedagogical landscape of Education for Environmental Citizenship  247

 

Fig.​ 15.​5 Education for Environmental Citizenship and other types of education  249

 

Fig.​ 15.​6 Education for environmental citizenship pedagogical approach  251

 

List of Tables

Table 2.​1 Types of citizen   20

 

Table 2.​2 Dimensions of green republican citizenship   26

 

Table 3.​1 Examples of national-level green policies   41

 

Table 12.​1 Characteristics of formal and non-formal education programmes  181

 

Table 12.​2 Formative experiences ranked from most to least important at different stages in development  187

 

Table 14.​1 Differences among formal, informal and non-formal learning (taken from Eshach 2007)  214

 

Table 14.​2 Free-choice venues for learning about the environment.​ (Adapted from Falk 2006)  215

 

Table 15.​1 Examples of environmental rights and duties  245