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Between Science Education and Environmental Education: How Science Motivation Relates to Environmental Values

Author

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  • Mona L. Schönfelder

    (Centre of Math & Science Education (Z-MNU), Department of Biology Education, University of Bayreuth, NW1, 95447 Bayreuth, Germany)

  • Franz X. Bogner

    (Centre of Math & Science Education (Z-MNU), Department of Biology Education, University of Bayreuth, NW1, 95447 Bayreuth, Germany)

Abstract

Science education and environmental education are important gates to prepare the next generation for our society’s current and upcoming challenges. While in the informal sector, environmental education acts independently, on the formal side, science education hosts environmental issues within its interdisciplinary context. As both educational efforts traditionally bear different emphases, the question may arise of whether formal science classes can act as an appropriate host. Against the background of the declining motivation to learn science in secondary school, possible synergies between both educational efforts may have vanished. For an investigation of such linkages between science motivation and environmental perception, we monitored adolescents’ motivation to learn sciences and their environmental values. By analyzing data from 429 Irish secondary school students, we reconfirmed existing scales by using confirmatory factor analysis (CFA) and investigated potential relations via SEM. Besides gender differences, we identified a significant relationship between positive ‘green’ attitude sets and the individual motivation to learn science—positive environmental preferences predict a high science motivation, primarily intrinsic motivation. Taking advantage of this relationship, individual motivation may find support from environmental educational initiatives with the focus on green values. Especially girls, who evidentially tend to have a lower motivation in science learning, may be addressed in that way.

Suggested Citation

  • Mona L. Schönfelder & Franz X. Bogner, 2020. "Between Science Education and Environmental Education: How Science Motivation Relates to Environmental Values," Sustainability, MDPI, vol. 12(5), pages 1-14, March.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:5:p:1968-:d:328474
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    References listed on IDEAS

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    1. Patricia Raab & Christoph Randler & Franz X. Bogner, 2018. "How Young “Early Birds” Prefer Preservation, Appreciation and Utilization of Nature," Sustainability, MDPI, vol. 10(11), pages 1-13, November.
    2. United Nations UN, 2015. "Transforming our World: the 2030 Agenda for Sustainable Development," Working Papers id:7559, eSocialSciences.
    3. Franz X. Bogner, 2018. "Environmental Values (2-MEV) and Appreciation of Nature," Sustainability, MDPI, vol. 10(2), pages 1-10, January.
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    Cited by:

    1. Aistė Diržytė & Aidas Perminas, 2020. "Nature-Related Cognitive Schemas and Self-Reported Psychological Flourishing," Sustainability, MDPI, vol. 12(10), pages 1-19, May.
    2. Sharma, Nitika & Paço, Arminda & Upadhyay, Deepika, 2023. "Option or necessity: Role of environmental education as transformative change agent," Evaluation and Program Planning, Elsevier, vol. 97(C).
    3. Ibrahim Arpaci & Abdullah Kaya & Mahadi Bahari, 2023. "Investigating the Influence of an Arduino-Based Educational Game on the Understanding of Genetics among Secondary School Students," Sustainability, MDPI, vol. 15(8), pages 1-11, April.
    4. Pavel Krpálek & Kateřina Berková & Katarína Krpálková Krelová & Andrea Kubišová & Dagmar Frendlovská & Stanislav Szabo, 2020. "Environmental Education in the Preparation of Students of Tourism and Finance and Management in the Czech Republic," Sustainability, MDPI, vol. 12(17), pages 1-21, August.
    5. Sonja T. Fiedler & Thomas Heyne & Franz X. Bogner, 2022. "Closing the Gap: Potentials of ESE Distance Teaching," Sustainability, MDPI, vol. 14(14), pages 1-18, July.

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