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|Title:||The Impact of an Education for Sustainability Unit on the Knowledge and Attitudes of Pre-Service Primary Teachers at an Australian University||Contributor(s):||Taylor, Neil (author) ; Kennelly, Julie Anne (author); Jenkins, Kathryn Ann (author) ; Callingham, Rosemary Anne (author)||Publication Date:||2006||Handle Link:||https://hdl.handle.net/1959.11/3609||Abstract:||Environmental education in schools is seen as an important strategy in environmental improvement. The 'traditional' approach to environmental education has been to increase knowledge or raise awareness about the environment on the assumption that people would then be motivated to act towards the environment in a more responsible way (Hungerford & Volk, 1990; Kollmuss & Agyeman, 2002). Kelsey (2003) argues that this assumption is maintained today in programs delivered through the mass media as public education about environmental matters. However, the assumption that knowledge about the environment will lead to behavioural change has been criticised by a number researchers e.g. Fien (1993), Connell, Fien, Sykes and Yencken (1998), Elliott (1999) and Jensen (2002).||Publication Type:||Journal Article||Source of Publication:||Geographical Education, v.19, p. 46-59||Publisher:||Australian Geography Teachers' Association Inc||Place of Publication:||Australia||ISSN:||0085-0969||Fields of Research (FoR) 2008:||130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)||Socio-Economic Objective (SEO) 2008:||930203 Teaching and Instruction Technologies||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Publisher/associated links:||http://search.informit.com.au/documentSummary;dn=470606676091388;res=IELHSS|
|Appears in Collections:||Journal Article|
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