A review of the foundational processes that influence beliefs in climate change: opportunities for environmental education research

被引:73
作者
Brownlee, Matthew T. J. [1 ]
Powell, Robert B. [2 ,3 ]
Hallo, Jeffery C. [2 ]
机构
[1] Univ Utah, Dept Pk Recreat & Tourism, Salt Lake City, UT 84112 USA
[2] Clemson Univ, Dept Pk Recreat & Tourism Management, Clemson, SC USA
[3] Clemson Univ, Sch Agr Forest & Environm Sci, Clemson, SC USA
关键词
environmental education; climate change; interpretation; communication; environmental psychology; KNOWLEDGE; ATTITUDES; BEHAVIOR; SCIENCE; CONSERVATION; EXTINCTION; RECREATION; IMPACT; NORMS; US;
D O I
10.1080/13504622.2012.683389
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Recently, many organizations involved in environmental education have initiated programs that aim to educate visitors or other publics who interact with nature-based resources about the impacts and landscape transformations occurring because of climatic changes. However, many psychological, human-evolutionary, and socialecological processes that impede individuals' ability to notice or respond to (e.g. adaptation and mitigation behaviors) climate impacts in nature-based areas, or in their urban-based home communities, may influence the educational process. By reviewing and examining these foundational processes and their potential influence on an audience's attitudes and beliefs towards climate change, we outline and explain their importance for research. Based on these important psychological, human-evolutionary, and socialecological processes, the authors conclude by identifying how researchers can investigate the influence of these processes and their potential impacts on environmental education outcomes.
引用
收藏
页码:1 / 20
页数:20
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