Envisioning Environmental Literacy
Action and Outreach
Sorozatcím:
Sinophone and Taiwan Studies;
3;
Kiadás sorszáma: 1st ed. 2020
Kiadó: Springer
Megjelenés dátuma: 2020. július 23.
Kötetek száma: 1 pieces, Book
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EUR 139.09
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A termék adatai:
| ISBN13: | 9789811570056 |
| ISBN10: | 9811570051 |
| Kötéstípus: | Keménykötés |
| Terjedelem: | 345 oldal |
| Méret: | 235x155 mm |
| Súly: | 735 g |
| Nyelv: | angol |
| Illusztrációk: | 34 Illustrations, black & white; 89 Illustrations, color |
| 231 |
Témakör:
Rövid leírás:
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.
Hosszú leírás:
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.
Tartalomjegyzék:
Part I Contextualization
Chapter 1 Orientation
1.1Introduction to Norms
1.1.1 What is the Definition of Social Norms
1.1.2 Four Different Types of Norms
1.2The Relationship Between Norms and Pro-environmental Behaviors
1.2.1 Descriptive Norms
1.2.2 Injunctive Norms
1.2.3 Subjective Norms
1.3New Environmental Paradigm (NEP)
1.3.1 Human Exemptionalism Paradigm (HEP)
The History of New Environmental Paradigm (NEP)
1.4Learning 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
1.5The Triangular Pyramid Model in My Research
1.5.1 What is The Triangular Pyramid Model?
1.5.2 Project from Solid Model to Plane
1.6Area of Study
1.7About 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 (Bagu?)
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 Analysis5.3.3 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 Research5.6 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 Campus8.6 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 Literacy9.3.3 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 Statistics10.3.2 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 Hypotheses11.2.2 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-dents12.6.1 Limitation of Subjects
12.6.2 Limitations of Research Method and Tools
12.7 Summery
References
Epilogue
Index
