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Instructional Impacts of Environmental Education on Citizenship Behavior and Academic Achievement
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People in environmental education, serious about making changes in citizenship behaviour (citizenship decision making) regarding the environment and other aspects of science and society, are beginning to realize how important it is to modify human decision-making in culturally productive ways. The newest national educational goals for science and the social studies also stress a need for responsible citizenship behaviour as a part of a sound general education. Goals in language arts and reading stress information accessing, information processing, and critical thinking skills.
Some educators, unfortunately and for a number of reasons, deny the need for this kind of education. Others want to accommodate change and grasp for ideas and strategies that will help make that change a reality. Unfortunately, there are relatively few curricular packages available which can be scientifically documented as successful for developing responsible citizenship decision-making. And, too, there is far too little known about what precedes or stimulates responsible citizenship behavior, even though educational philosophers have written about it and a number of researchers have tried to investigate it. The studies described below comprise a corner of the research which focuses squarely on issue oriented citizenship decision-making, specifically in relation to classroom strategies designed to permit students to think through issues and actions. All included as the experimental treatment, Investigating and Evaluating Environmental Issues and Actions, or a topical treatment of that approach. [Note: The studies described below were all conducted in formal classroom situations at a variety of grade levels and in a variety of settings. A chart which summarizes the findings of these studies follows.]
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