Environmental Values Education in School Curricula

Abstract

<p>Environmental education is ultimately concerned with changing the behaviour of learners so that decisions that they make throughout life are made after consideration of the effects of acting on these decisions. This report offers a conceptual model adapted from Ajzen and Fishbein (1980), and Hungerford and Volk (1990). This model attempts to explain behaviour and shows that the values that an individual holds are one of the variables that influence behaviour. This project describes the reforms that are taking place in education in Ontario and the potential they have to marginalize environmental education, and specifically environmental values education (EVE), in the curriculum of our schools.</p> <p>As a means of resisting this, the project describes tools that were developed for assessing changes in values that have an influence on the development of positive environmental behaviours. The hypothesis central to this effort is that if environmental educators can show that EVE programs are necessary and effective, then a place for EVE programs may be assured. To do this, environmental educators will need to develop quantitative assessment tools since these are perceived by the public to be more valid and reliable than qualitative assessment.</p> <p>An analysis of a trial of the assessment tools developed by the author revealed no statistically significant changes in the values espoused by students, either as members of a group, or as individuals. However, this points to defects in the expectations and administration of the assessment rather than in the tools themselves. These findings were the basis for recommendations made by the author. In response to the defects that were uncovered in the analysis, modifications to the assessment tools and their administration are recommended. Along with this are recommendations regarding both pre-service and in-service teacher education.</p>