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Narrative-Based Environmental Education Improves Environmental Awareness and Environmental Attitudes in Children Aged 6–8

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  • Ben Yang

    (Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China
    Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China)

  • Ningning Wu

    (Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China
    Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China)

  • Zepeng Tong

    (Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China
    Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China)

  • Yan Sun

    (Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China
    Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China)

Abstract

Environmental education can effectively raise people’s awareness of environmental protection and encourage appropriate behaviors. This study explored the effect of narrative-based environmental education on children’s environmental awareness. To this end, we recruited first- and second-grade students from two elementary schools to participate in an experiment in which differences between the group receiving narrative-based environmental video education and the control group were compared. It was found that narrative-based environmental education can effectively promote children’s environmental awareness, which was mainly reflected in their environmental knowledge and environmental attitudes, however, not significant in their pro-environmental behavior intention. These findings support the implementation of environmental education for students in lower grades in the future.

Suggested Citation

  • Ben Yang & Ningning Wu & Zepeng Tong & Yan Sun, 2022. "Narrative-Based Environmental Education Improves Environmental Awareness and Environmental Attitudes in Children Aged 6–8," IJERPH, MDPI, vol. 19(11), pages 1-19, May.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:11:p:6483-:d:824845
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    References listed on IDEAS

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    1. Aijun Liu & Maurice Osewe & Huixin Wang & Hang Xiong, 2020. "Rural Residents’ Awareness of Environmental Protection and Waste Classification Behavior in Jiangsu, China: An Empirical Analysis," IJERPH, MDPI, vol. 17(23), pages 1-12, December.
    2. Brandi S. Morris & Polymeros Chrysochou & Jacob Dalgaard Christensen & Jacob L. Orquin & Jorge Barraza & Paul J. Zak & Panagiotis Mitkidis, 2019. "Stories vs. facts: triggering emotion and action-taking on climate change," Climatic Change, Springer, vol. 154(1), pages 19-36, May.
    3. Carmen Keller & Michael Siegrist & Heinz Gutscher, 2006. "The Role of the Affect and Availability Heuristics in Risk Communication," Risk Analysis, John Wiley & Sons, vol. 26(3), pages 631-639, June.
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    Cited by:

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    2. Jialiang Yang & Wen Yin & Yi Jin, 2023. "Analyzing Public Environmental Concerns at the Threshold to Reduce Urban Air Pollution," Sustainability, MDPI, vol. 15(21), pages 1-17, October.
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    4. Yifei Niu & Xi Wang & Ciyun Lin, 2022. "A Study on the Impact of Organizing Environmental Awareness and Education on the Performance of Environmental Governance in China," IJERPH, MDPI, vol. 19(19), pages 1-14, October.
    5. Abida Begum & Jingwei Liu & Hina Qayum & Amr Mamdouh, 2022. "Environmental and Moral Education for Effective Environmentalism: An Ideological and Philosophical Approach," IJERPH, MDPI, vol. 19(23), pages 1-18, November.

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