文章基本信息

标题：Is Subjective Knowledge the Key to Fostering Sustainable Behavior? Mixed Evidence from an Education Intervention in Mexico
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作者：Aaron Redman ; Erin Redman
期刊名称：Education Sciences
电子版ISSN：2227-7102
出版年度：2017
卷号：7
期号：1
页码：4
DOI：10.3390/educsci7010004
语种：English
出版社：MDPI Publishing
摘要：Educational interventions are a promising way to shift individual behaviors towards Sustainability. Yet, as this research confirms, the standard fare of education, declarative knowledge, does not work. This study statistically analyzes the impact of an intervention designed and implemented in Mexico using the Educating for Sustainability (EfS) framework which focuses on imparting procedural and subjective knowledge about waste through innovative pedagogy. Using data from three different rounds of surveys we were able to confirm (1) the importance of subjective and procedural knowledge for Sustainable behavior in a new context; (2) the effectiveness of the EfS framework and (3) the importance of changing subjective knowledge for changing behavior. While the impact was significant in the short term, one year later most if not all of those gains had evaporated. Interventions targeted at subjective knowledge will work, but more research is needed on how to make behavior change for Sustainability durable.
关键词：behavior change; Educating for Sustainability; environmental education; knowledge domains; sustainability science; waste behavior change ; Educating for Sustainability ; environmental education ; knowledge domains ; sustainability science ; waste