Knowledge, Affect, and the Environment: 15 Years of Research (1979–1993)

Abstract

The current review examined the relationship among knowledge, affect, and environmental education that has emerged in the last 15 years from research on classroom-type settings and applications. Despite methodological and statistical problems, an association between knowledge and affect has surfaced, along with prominent sex differences and a suggestion of ethnic variation. However, the nature of this relationship is still unclear. Given that both knowledge and affect are necessary for active participation in environmental concerns, more research is needed to determine how existing attitudes influence knowledge acquisition and how knowledge influences attitudes. The potential of television, with its unique attitudinal properties, was also examined in relation to environmental education.