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Lecture 16: Environmental Education (EE) (Changing behaviour with…
Lecture 16: Environmental Education (EE)
purpose of EE
Eg. Silent Spring
Aimed to change attitudes abt pesticide
Provided info
education is helpful but may not work
efforts fail cos
Barriers to action
affordances
Lack of skills
efficacy
Energy Conservation Workshops
Effective in changing attitudes & beliefs
But didn't cause much behavioural change
3hr workshop educating how to preserve heating fuels
Changing ppl's attitudes & provide them with info
components
Affective
Behavioural
Cognitive
Changing behaviour with information
Heberlein study
read electric meters across 12 days
No change in electricity use
distributed brochures
Craig & McCann
NO change in AC use
Sub-group that received pamphlet + letter from commissioner of NY's public utility regulatory commission
800 pamphlets sent to apartment in NYC
they cut use by 7%->the way info is provided can make a diff
Bill stuffers
info with energy bills stating ways to lowering home energy use
More successful ways to provide info
Modeling
eg. video tape of couple engaging in energy reduction
Winett et al
Groups that saw a video tape on energy use used less electricity immediately & much less in 3 weeks compared to groups that only went for a meeting
Adding in feedback lowered use even more
using a model to present desirable behaviour
Framing
Yates
Saying how much money "wasted" by not insulating was better than stating how much "saved"
Tightening links between attitude & behaviour
Hot water heaters
Winett study
Efficiency sounds more desirable and conservation sounds like a sacrifice
Overall energy reduction of 20% with carefully constructed info program
used "efficiency" rather than "conservation"
Feedback
Personalised & easy to understand
Allows ppl to teach themselves abt the consequences of their bhvr
Provide feedback on energy use levels
Need to be in understandable units eg. $ saved
Tie info directly to ppl's behaviours
Provide information
lack of info can be a major personal barrier to action
Removing internal barrier
Highlighting attitudes & norms
Cialdini et al
results
injunctive norm condition had largest effect
descriptive norm condition only influenced behaviour in the same location
in 2 conditions, Open grassyard or parking lot
Subjects see a confederate
Pick up bag and put in trash
walk by a bag on the floor
throw fast-food bag away
Descriptive norm
shows ppl not to litter
expected to affect behaviour at location of observer
seeing the person throw food into trash can
called ppl's attention to an anti-littering norm
Injunctive norm
Shows others littering is disapproved
Expected to have a general effect on behaviour of observer
Picking up bag draws attention
Public commitment
Pardini & Katzev
3 groups
9 groups asked to give verbal commitment
9 groups asked to sign written commitment
9 groups informed with brochures left at door
Results
Minimal commitment groups who gave verbal commitment recycled more in the following 2 weeks
Strong public commitment group who signed written commitment persisted to recycling for 4 weeks
Houses in Portland asked to participate in recycling program
Get ppl to make public commitment to start performing a behaviour
Reminders and Prompts
eg. right time
Geller et al study
At 2 large supermarkets->no effect
At 1 small convenient store, 32% increase
Flyer handed out at grocery store to remind to buy returnable bottles
Time from prompt to purchase is shorter
Prompt must be in very close space & time to be effective
eg. right place
Recycling in Tallahassee
reminder given 4-6 weeks after start of program->increase in recycling in higher SES neighbourhoods
Written communication less effective in lower SES communities
4 neighbourhoods of diff socioeconomic status
only effective at right place, right time
Types of EE
Education for sustainable developt
Learning focus
Reevaluating consumption
Multi-stake holder planning
Urbanisation
Sociocultural diversity
Working with communities
environment & economy not mutually exclusive
Social & ecological justice
democratic mindedness
community approaches
controlled economic developt
life-long learning
Classroom based EE
Informal settings
zoos, outdoor learning, nature centers
Less structured, free-choice learning
Place-based EE
Programs highlighting biodiversity
Limitations
Can conflict with local authorities & communities if push too strong
not always effective for longer term change
Examples
Orangutan rehab program
Involve people from all over the world
Attempt to work with local communities and provide jobs & revenue to them
immersed in learning abt orangutan behaviour & ecology they live in
Nature skills/survival courses
Outdoor leadership
Can become wilderness guides/environmental educators
Sustainable living skills
Skills can be used for environmental research
teach ppl hands-on interactions with nature
Giant Panda Breeding Research Base in China
Multiple points of contact model
Learn abt animal's needs
exposure to conservation issues
discussion of functions of behaviour & subjective meanings
contact and observation of animals
Generate greater empathy for animals
Benefits
Full ecological information and experience
Experiences that stimulate action and reflection
Intervention via local social networks
Analyse cultural & economic contexts
Provides first-hand contact with experts
Use of behaviour change strategies