Green classroom vs. classroom – Influence of teaching approaches, learning settings, and state emotions on environmental values of primary school children

References

• Boeve-de Pauw, J., & van Petegem, P. (2011). The effect of Flemish eco-schools on student environmental knowledge, attitudes, and affect. International Journal of Science Education, 3(11), 1513–1538. doi:10.1080/09500693.2010.540725
   Google Scholar
• Bogner, F. X. (1998). The influence of a short term outdoor ecology education on long-term variables of environmental perspective. The Journal of Environmental Education, 29, 17–29. doi: 10.1080/00958969809599124
   Google Scholar
• Bogner, F. X., & Wiseman, M. (1999). Toward measuring adolescent environmental perception. European Psychologist, 4(3), 139–151. doi: 10.1027//1016-9040.4.3.139
   Web of Science ®Google Scholar
• Bogner, F. X., & Wiseman, M. (2004). Outdoor ecology education and pupils' environmental perception in preservation and utilization. Science Education International, 15(1), 27–48.
   Google Scholar
• Bogner, F. X., & Wiseman, M. (2006). Adolescents' attitudes towards nature and environment: Quantifying the 2-MEV model. Environmentalist, 26(4), 247–254. doi: 10.1007/s10669-006-8660-9
   Google Scholar
• Borchers, C., Boesch, C., Riedel, J., Guilahoux, H., Ouattara, D., & Randler, C. (2013). Extra-curricular primary school teaching shows positive impact on environmental knowledge and attitudes. International Journal of Science Education, 4(3), 240–259.
   Google Scholar
• Byrka, K., Hartig, T., & Kaiser, F. G. (2010). Environmental attitude as a mediator of the relationship between psychological restoration in nature and self-reported ecological behavior. Psychological Reports, 107(3), 847–859. doi: 10.2466/07.PR0.107.6.847-859 PMID:21323143
   PubMed Web of Science ®Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Drissner, J., Haase, H. M., & Hille, K. (2010). Short-term environmental education – Does it work? – An evaluation of the ‘Green Classroom’. Journal of Biological Education, 44(4), 149–155. doi: 10.1080/00219266.2010.9656215
   Web of Science ®Google Scholar
• Field, A. (2013). Discovering statistics using IBM SPSS Statistics (4th ed.). London: Sage Publications Ltd.
   Google Scholar
• Fröhlich, G., Sellmann, D., & Bogner, F. X. (2013). The influence of situational emotions on the intention for sustainable consumer behaviour in a student centered intervention. Environmental Education Research, 19(6), 747–764. doi: 10.1080/13504622.2012.749977
   Web of Science ®Google Scholar
• Hattie, J. (2012). Visible learning for teachers. Maximizing impact on learning. Milton Park, UK: Routledge.
   Google Scholar
• Heyne, T., & Bogner, F. X. (2012). Guided learning at workstations about drug prevention with low achievers in science education. World Journal of Education, 2(6), 1–12. doi: 10.5430/wje.v2n6p1
   Google Scholar
• ISB (Institut für Schulqualität und Bildungsforschung [Institute for school quality and educational research]. (2014). Bavarian primary school curriculum. Retrieved from http://www.lehrplanplus.bayern.de/leitlinien/grundschule.
   Google Scholar
• Johnson, B., & Manoli, C. C. (2008). Using Bogner and Wiseman's Model of Ecological Values to measure the impact of an earth education program on children's environmental perceptions. Environmental Education Research, 14(2), 115–127. doi: 10.1080/13504620801951673
   Web of Science ®Google Scholar
• Kaiser, F. G., Roczen, N., & Bogner, F. X. (2008). Competence formation in environmental education: Advancing ecology-specific rather than general abilities. Umweltpsychologie, 12(2), 56–70. [ Environmental Pschology].
   Google Scholar
• Liefländer, A. K., Fröhlich, G., Bogner, F. X., & Schultz, P. W. (2013). Promoting connectedness with nature through environmental education. Environmental Education Research, 19(3), 370–384. doi: 10.1080/13504622.2012.697545
   Web of Science ®Google Scholar
• Liefländer, A. K., Bogner, F. X., Kibbe, A., & Kaiser, F. G. (2015). Evaluating environmental knowledge dimension convergence to assess educational program effectiveness. International Journal of Science Education, 37(4), 1–19. doi: 10.1080/09500693.2015.1010628
   Web of Science ®Google Scholar
• Liefländer, A. K., & Bogner, F. X. (2016). Educational impact on the relationship of environmental knowledge and attitudes. Environmental Education Research, 24(4), 611–624.
   Web of Science ®Google Scholar
• Lienert, G. A., & Raatz, U. (1998). Testaufbau und Testanalyse [Test construction and test analysis]. Weinheim, Germany: Beltz.
   Google Scholar
• Mayring, P., & von Rhoeneck, C. (Eds.). (2003). Learning emotions- The influence of affective factors on classroom learning. Frankfurt am Main, Germany: Peter Lang GmbH Europäischer Verlag der Wissenschaften.
   Google Scholar
• Milfont, T. L., & Duckitt, J. (2004). The structure of environmental attitudes. A first- and second-order confirmatory factor analysis. Journal of Environmental Psychology, 24(3), 289–303. doi: 10.1016/j.jenvp.2004.09.001
   Web of Science ®Google Scholar
• Oerke, B., & Bogner, F. X. (2011). Social desirability, environmental attitudes, and general ecological behaviour in children. International Journal of Science Education, 35(5), 713–730. doi: 10.1080/09500693.2011.566897
   Web of Science ®Google Scholar
• Randler, C., Hummel, E., Glaser-Zikuda, M., Vollmer, C., Bogner, F. X., & Mayring, P. (2011). Reliability and validation of a short scale to measure situational emotions in science education. International Journal of Environmental and Science Education, 6(4), 359–370.
   Google Scholar
• Schaal, S., & Bogner, F. X. (2005). Human visual perception – Learning at workstations. Journal of Biological Education, 40(1), 32–37. doi: 10.1080/00219266.2005.9656006
   Web of Science ®Google Scholar
• Sellmann, D., & Bogner, F. X. (2012). Effects of a 1-day environmental education intervention on environmental attitudes and connectedness with nature. European Journal of Psychology of Education, 28(3), 1077–1086. doi: 10.1007/s10212-012-0155-0
   Web of Science ®Google Scholar
• Sturm, H., & Bogner, F. X. (2010). Learning at workstations in two different environments: A museum and a classroom. Studies in Educational Evaluation, 36, 14–19. doi: 10.1016/j.stueduc.2010.09.002
   Google Scholar
• Uzzell, D., Rutland, A., & Whistance, D. (1995). Questioning values in environmental education. In Y. Guerrier, N. Alexander, J. Chase, & M. O'Brien (Eds.), Values and environment: A social science perspective (pp. 171–182). Chichester, UK: John Wiley & Sons.
   Google Scholar
• Wiegand, F., Kubisch, A., & Heyne, T. (2013). Out-of-school learning in the botanical garden. Guided or self-determined learning at workstations? Studies in Educational Evaluation, 39(3), 161–168. doi: 10.1016/j.stueduc.2013.06.001
   Web of Science ®Google Scholar
• Wiseman, M., & Bogner, F. X. (2003). A higher-order model of ecological values and its relationship to personality. Personality and Individual Differences, 34, 783–794. doi: 10.1016/S0191-8869(02)00071-5
   Web of Science ®Google Scholar