Envisioning Environmental Literacy: Action and Outreach

ISBN-13: 9789811570056 / Angielski / Twarda / 2020 / 345 str.

Wei-Ta Fang

Spis treści

Part I Contextualization

Chapter 1 Orientation

1.1 Introduction to Norms

1.1.1 What is the Definition of Social Norms

1.1.2 Four Different Types of Norms

1.2 The Relationship Between Norms and Pro-environmental Behaviors   

1.2.1 Descriptive Norms

1.2.2 Injunctive Norms

1.2.3 Subjective Norms

1.3 New Environmental Paradigm (NEP)

1.3.1 Human Exemptionalism Paradigm (HEP) 

The History of New Environmental Paradigm (NEP) 

1.4 Learning Processes

1.4.1   Free-choice Learning

1.4.2   Learning Venues

1.4.3 Model of Free-choice Learning and New Environmen-tal Paradigm (NEP) 

1.4.4 Emotional State for Learning

1.5 The Triangular Pyramid Model in My Research

1.5.1 What is The Triangular Pyramid Model? 

1.5.2 Project from Solid Model to Plane

1.6 Area of Study

1.7 About the Book 

References

Chapter 2 Indigenous Knowledge  

2.1    Introduction

2.2 Traditional Ecological Knowledge

2.2.1 Yin and Yang

2.2.2 Feng Shui and Wu Xing

2.2.3 Eight Trigrams (Baguà) 

2.3 Tribal Knowledge and Indigenous Science

2.3.1 Research on Taiwanese Indigenous Peoples

2.3.2 Sustainability and Scientific Nature of Hunting Culture

2.3.3 Gaga System for Constructing TEK and Indigenous Science

2.4 Evoking Identification of Sustainability

2.5 Summery

References

Chapter 3 Environmental Literacy: Behavior Oriented

3.1 Introduction

3.2 Environmental Literacy

3.3 Pro-Environmentally Behavior

3.3.1 Theory of Planned Behavior (TPB) 

3.3.2   Value-belief-norm Theory (VBN) 

3.3.3 Empowerment

3.3.4 Factors Related to Pro-environmental Behavior

3.3.5 Barriers to Pro-environmental Behavior

3.4 Conducting Studies for Environmental Literacy

3.4.1 Research Contents in the Book

3.4.2 Research Methods  

3.4.3 Results of the Book

3.5 Summary 

References

Chapter 4 Environmental Governance

4.1 Introduction

4.2. Defining Local Environmental Governance in Taiwan

4.3 Analytical Procedures and Methods

4.4 Results of Detecting Insufficiencies and the Powerlessness of Local Environmental Governance in Taiwan

4.5 Discussion

4.6 Conclusions: An Unfinished Theory of Decentralization of Envi-ronmental Representative Politics in Taiwan

4.7 Summery 

References

Part II Agents

Chapter 5 Officers

5.1 Introduction

5.1.1 Norm Activation Model (NAM)

5.1.2 Hypothesis of the NAM

5.2 Materials and Methods

5.2.1 Participants and Procedure

5.2.2 Measures

5.3 Results

5.3.1 Descriptive Findings

5.3.2 Correlation Analysis

5.3.3 Path Analysis and Structural Equation Model

5.4 Discussion: Using the Norm Activation Model (NAM) to Predict the Pro-Environmental Behaviors of Public Servants at the Central and Local Governments

5.4.1 Influence of Personal Norms

5.4.2 Influence of Awareness of Consequences

5.4.3 Influence of Ascription of Responsibility

5.5 Implications, Limitations, and Future Research

5.6 Summery

References

Chapter 6 Farmers

6.1 Introduction

6.2 Conceptual Framework and Hypotheses

6.3 Materials and Methods

6.4 Results

6.5 Discussion

6.5.1 Influence of Social Norms

6.5.2 Influence of Personal Norms

6.5.3 Influence of Perceived Behavioral Control

6.5.4 Implications, Limitations and Future Research

6.6 Conclusions: The Determinants of Farmers’ Pro-environmental Behaviors in Taiwan

6.7 Summery 

References

Chapter 7 Labors

7.1 Introduction

7.1.1 Locus of Control

7.1.2 Emotional Stability and Neuroticism

7.1.3. Proposed Framework and Hypotheses

7.2 Materials and Methods

7.2.1 Participants and Procedure

7.2.2 Measures

7.3 Results

7.3.1 Descriptive Findings

7.3.2. Correlation Analysis

7.3.3. Hypothesis Testing

7.4 Discussion for Locus of Control: The Mediation Effect between Emotional Stability and Pro-Environmental Behavior

7.5 Implications, Limitations, and Future Research

7.6 Summery 

References

Chapter 8 College Visitors

8.1 Introduction

8.2 Experimental Materials and Methods

8.2.1 Study Area and Respondents

8.2.2 Questionnaire, Sampling, and Survey Process

8.3 Statistical characterization

8.4 Results and Discussion

8.4.1 Demographic Information

8.4.2 Path Analysis

8.5 Discussions and Conclusions: Evaluation of Place Attachment, Satisfaction, and Responsible Environmental Behaviors of Visitors to a Constructed Wetland on Campus

8.6 Summery

References

Chapter 9 College Students 

9.1 Introduction

9.1.1 Environmental Education in Taiwan

9.1.2 Framework and Elements of Environmental Literacy

9.2 Materials and Methods

9.2.1 Participants

9.2.2 Instrument and Instrumentation

9.2.3 Data Collection and Analysis

9.3 Results

9.3.1 General Descriptive Findings

9.3.2 Environmental Literacy

9.3.3 t-Test and Chi-square Test

9.3.4 Confirmatory Factor Analysis

9.4 Discussion and Implications

9.4.1 Relationships between Environmental Knowledge, At-titudes and Behavior

9.4.2 Gender Comparison on Environmental Literacy

9.4.3 Relationship between Clubs and Societies Participation and Environmental Literacy

9.4.4 Sources of Environmental Information

9.4.5 Study Implications

9.4.6 Study Limitations

9.5 Summery

References

Part III Actors  

Chapter 10 Children

10.1 Introduction

10.2 Materials and Methods

10.2.1 Research Area

10.2.2 Participants

10.2.3 Measures

10.3 Results

10.3.1 Descriptive Statistics

10.3.2 Correlation Analysis

10.3.3 Regression and Path Analysis

10.4 Discussion about Physical Outdoor Activity Versus Indoor Ac-tivity: Their Influence on Environmental Behaviors

10.4.1 Influence of Attitudes

10.4.2 Influence of Social Norms (Subjective and Descriptive Norms)

10.4.3 Implications, Limitations and Future Research

10.5 Conclusions

10.6 Summery 

References

Chapter 11 Parents

11.1 Introduction

11.2 Materials and Methods

11.2.1 Research Hypotheses

11.2.2 Research Area

11.2.3 Participants

11.2.4 Measures

11.3. Results

11.3.1 Descriptive Statistics

11.3.2 Correlation Analysis

11.3.3 Regression and Path Analysis

11.4 Discussion and Implications: Using Theory of Planned Behav-ior to Predict Protective Behavioral Intentions against PM2.5 of Young Children’s Parents from Urban and Rural Beijing, China

11.4.1 Attitude

11.4.2 Perceived Behavioral Control (PBC) 

11.4.3 Subjective Norms

11.4.4 Regulatory and Health Implications

11.5 Conclusions, Limitations and Future Research

11.6 Summery 

References

Chapter 12 Outreach Media

12.1 Introduction

12.2 Literature Review and Hypotheses

12.2.1 Media Richness

12.2.2 Creativity

12.2.3 Research Hypotheses of Media Richness and Creativi-ty

12.3 Materials and Methods

12.3.1 Preparation Stage

12.3.2 Experimental Stage (Quasi-Experiment) 

12.3.3 Analysis

12.4 Results

12.4.1. Distribution of Demographic Profiles

12.4.2 Torrance Creativity Cognitive Performance

12.4.3 Independent Sample t-Test Analysis of Media Rich-ness Perception

12.4.4 Correlation between Media Richness Perception and Potential Creativity Cognition Performance Variables

12.4.5 Research Hypotheses

12.5 Discussion: Exploring the Correlation of Media Richness and Creativity of Computer-Mediated Communication and Face-to-Face Communication

12.6 Limitation: Technology-Enhanced Learning for Graduate Stu-dents

12.6.1 Limitation of Subjects

12.6.2 Limitations of Research Method and Tools

12.7 Summery

References

Epilogue

Index

O autorze

Wei-Ta Fang, Ph.D., is a Distinguished Professor and Director of the Graduate Institute of Environmental Education, National Taiwan Normal University, and President of the Society of Wetland Scientists Asia Chapter. He is an environmental educator and the first research fellow awarded the status of Professional Wetland Scientist (PWS) in Asia. He received the President’s Service Award (2017 & 2011), and the Doug Wilcox Award (2015), both from the Society of Wetland Scientists, and has also served as an Associate Editor of Wetlands (SCI journal, Springer), since 2012. His publications include Tourism in Emerging Economies (Springer, 2020) and Envisioning Environmental Literacy.

Blurb

This book bridges the gap between two critical issues – environmental literacy and social norms – and explores various topics and case studies from Sinophone and Taiwanese perspectives. Each chapter includes extensive information on pro-environmental behaviors, and on people with working experiences, home experiences, and actual philosophies in their daily lives. In keeping with the Sustainable Development Goals (SDGs), this book highlights our potential to contribute to social inclusion and environmental protection, and offers a comprehensive guide for scholars, students, practitioners, and entrepreneurs in environmental education and related disciplines.