請用此 Handle URI 來引用此文件:
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/88313
完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 劉奇璋 | zh_TW |
dc.contributor.advisor | Chi-Chang Liu | en |
dc.contributor.author | 吳蒙 | zh_TW |
dc.contributor.author | Meng Wu | en |
dc.date.accessioned | 2023-08-09T16:29:43Z | - |
dc.date.available | 2023-11-09 | - |
dc.date.copyright | 2023-08-09 | - |
dc.date.issued | 2023 | - |
dc.date.submitted | 2023-07-25 | - |
dc.identifier.citation | Ajzen, Icek. 1991. "The theory of planned behavior." Organizational behavior and human decision processes 50 (2): 179–211.
---. 2002. "Constructing a TPB questionnaire: Conceptual and methodological considerations." University of Massachusetts, Amherst. http://chuang.epage.au.edu.tw/ezfiles/168/1168/attach/20/pta_41176_7688352_57138.pdf. Alea, Nicole, and Susan Bluck. 2003. "Why are you telling me that? A conceptual model of the social function of autobiographical memory." Memory 11 (2): 165–178. Alfi, Orit, Avi Assor, and Idit Katz. 2004. "Learning to allow temporary failure: Potential benefits, supportive practices and teacher concerns." Journal of Education for Teaching 30 (1): 27–41. Alisat, Susan, and Manuel Riemer. 2015. "The environmental action scale: Development and psychometric evaluation." Journal of Environmental Psychology 43: 13–23. Anderman, Eric M, and Lynley H Anderman. 2009. Motivating Children and Adolescents in Schools. Columbus, OH: Merrill/Prentice Hall. Annis, Linda F. 1983. "The processes and effects of peer tutoring." Human Learning: Journal of Practical Research & Applications 2 (1): 39–47. Ashton, Michael C. 2013. Individual differences and personality. 2nd ed. London: Academic Press. Ashton, Michael C, and Kibeom Lee. 2007. "Empirical, theoretical, and practical advantages of the HEXACO model of personality structure." Personality and social psychology review 11 (2): 150–166. Ashton, Michael C, Kibeom Lee, and Reinout E De Vries. 2014. "The HEXACO Honesty-Humility, Agreeableness, and Emotionality factors: A review of research and theory." Personality and Social Psychology Review 18 (2): 139–152. Baddeley, Alan. 2001. "The concept of episodic memory." Philosophical Transactions of the Royal Society of London B: Biological Sciences 356 (1413): 1345–1350. https://doi.org/doi:10.1098/rstb.2001.0957. Baddeley, Alan, Michael W Eysenck, and Michael C Anderson. 2009. Memory. New York: Psychology Press. Ballantyne, Roy, and Jan Packer. 2011. "Using tourism free‐choice learning experiences to promote environmentally sustainable behaviour: the role of post‐visit ‘action resources’." Environmental Education Research 17 (2): 201–215. Bamberg, Sebastian, and Guido Möser. 2007. "Twenty years after Hines, Hungerford, and Tomera: A new meta-analysis of psycho-social determinants of pro-environmental behaviour." Journal of environmental psychology 27 (1): 14–25. Bandura, Albert. 1982. "Self-efficacy mechanism in human agency." American Psychologist 37 (2): 122–147. ---. 1986. Social Foundations of Thought and Action. Vol. 1986. Englewood Cliffs, NJ: Prentice-Hall. ---. 1997. Self-efficacy: The exercise of control. New York: W. H. Freeman. ---. 2001. "Social cognitive theory: An agentic perspective." Annual Review of Psychology 52: 1–26. Bandura, Albert, and Edwin A Locke. 2003. "Negative self-efficacy and goal effects revisited." Journal of Applied Psychology 88 (1): 87–99. Bao, Xue‐hua, and Shui‐fong Lam. 2008. "Who makes the choice? Rethinking the role of autonomy and relatedness in Chinese children’s motivation." Child Development 79 (2): 269–283. Bass, Bernard M, and Ralph Melvin Stogdill. 1990. Bass & Stogdill's handbook of leadership: Theory, research, and managerial applications. New York: Free Press. Baumeister, Roy F, and Mark R Leary. 1995. "The need to belong: Desire for interpersonal attachments as a fundamental human motivation." Psychological Bulletin 117 (3): 497–529. Belcher, John R, and Bruce R DeForge. 2012. "Social stigma and homelessness: The limits of social change." Journal of Human Behavior in the Social Environment 22 (8): 929–946. Berry, Joyce K, and John C Gordon, eds. 1993. Environmental leadership: Developing effective skills and styles. Washington, DC: Island Press. Bluck, Susan, Nicole Alea, Tilmann Habermas, and David C Rubin. 2005. "A tale of three functions: The self–reported uses of autobiographical memory." Social Cognition 23 (1): 91–117. Bock, Thomas, and Dieter Naber. 2003. "Antistigmakampagne von unten an Schulen-Erfahrungen der Initiative “Irre menschlich Hamburg” [“Anti-stigma campaign from below” at schools-experience of the initiative “Irre menschlich Hamburg e.V.”]." Psychiatrische Praxis 30 (7): 402–408. Boeije, Hennie. 2009. Analysis in qualitative research. London, UK: Sage Publications. Bourdieu, Pierre. 2018. "The forms of capital." In Handbook of Theory and Research for the Sociology of Education, edited by John Richardson, 241–258. Westport, CT: Greenwood. Bowlby, John. 1979. The making and breaking of affectional bonds. London: Tavistock. Boyle, Michael P, Lauren Dioguardi, and Julie E Pate. 2017. "Key elements in contact, education, and protest based anti-stigma programs for stuttering." Speech, Language and Hearing 20 (4): 232–240. Bransford, John, Linda Zech, Daniel Schwartz, Bngid Barron, Nancy Vye, and Cognition and Technology Group at Vanderbilt. 2000. "Designs for environments that invite and sustain mathematical thinking." In Symbolizing and communicating in mathematics classrooms, edited by Paul Cobb, Erna Yackel and Kay McClain, 275–324. Mahwah, NJ: Erlbaum. Breuer, Thomas, Franck Barrel Mavinga, Ron Evans, and Kristen E Lukas. 2017. "Using video and theater to increase knowledge and change attitudes—Why are gorillas important to the world and to Congo?" American journal of primatology 79 (10): e22692. Brewis, Alexandra A, Amber Wutich, Ashlan Falletta-Cowden, and Isa Rodriguez-Soto. 2011. "Body norms and fat stigma in global perspective." Current Anthropology 52 (2): 269–276. Brockington, Ian F, Peter Hall, Jenny Levings, and Christopher Murphy. 1993. "The community's tolerance of the mentally ill." The British Journal of Psychiatry 162 (1): 93–99. Brody, Michael. 2005. "Learning in nature." Environmental Education Research 11 (5): 603–621. Brophy, Jere Edward. 2003. "An interview with Jere Brophy by B. Gaedke, & M. Shaughnessy." Educational Psychology Review 15: 199–211. Brown, Valerie A, John Alfred Harris, and Jacqueline Y Russell. 2010. Tackling wicked problems through the transdisciplinary imagination. London, UK: Earthscan. Brundiers, Katja, and Arnim Wiek. 2013. "Do we teach what we preach? An international comparison of problem-and project-based learning courses in sustainability." Sustainability 5 (4): 1725–1746. Brundiers, Katja, Arnim Wiek, and Charles L Redman. 2010. "Real‐world learning opportunities in sustainability: from classroom into the real world." International Journal of Sustainability in Higher Education 11 (4): 308–324. Bruyere, Brett L. 2008. "The effect of environmental education on the ecological literacy of first‐year college students." Journal of natural resources and life sciences education 37 (1): 20–26. Bueddefeld, Jill NH, and Christine M Van Winkle. 2017. "Exploring the effect of zoo post-visit action resources on sustainable behavior change." Journal of Sustainable Tourism 25 (9): 1205–1221. ---. 2018. "The role of post-visit action resources in facilitating meaningful free-choice learning after a zoo visit." Environmental Education Research 24 (1): 97–110. Burghardt, Gordon M, James B Murphy, David Chiszar, and Michael Hutchins. 2009. "Combating ophiophobia: origins, treatment, education, and conservation tools." In Snakes: ecology and conservation, edited by Stephen J Mullin and Richard A Seigel, 262–280. Ithaca, NY: Cornell University Press. Campbell, Jennifer D, and Loraine F Lavallee. 1993. "Who am I? The role of self-concept confusion in understanding the behavior of people with low self-esteem." In Self-esteem: The puzzle of low self-regard, edited by Roy F Baumeister, 3–20. New York: Plenum Press. Carlyle, Thomas. 1888. On heroes, hero-worship, and the heroic in history. New York: Fredrick A. Stokes & Brother. Charmaz, Kathy. 2014. Constructing grounded theory. 2nd ed. Thousand Oaks, CA: Sage Publications. Chawla, Louise. 1998. "Significant life experiences revisited: A review of research on sources of environmental sensitivity." The Journal of environmental education 29 (3): 11–21. ---. 1999. "Life paths into effective environmental action." The Journal of Environmental Education 31 (1): 15–26. ---. 2006. "Learning to love the natural world enough to protect it." Barn 2: 57–58. Chawla, Louise, and Debra Flanders Cushing. 2007. "Education for strategic environmental behavior." Environmental education research 13 (4): 437–452. Chemers, Martin M. 2002. "Cognitive, social, and emotional intelligence of transformational leadership: efficacy and effectiveness." In Multiple intelligences and leadership, edited by Ronald E Riggio, Susan Elaine Murphy and Francis J Pirozzolo, 105–118. Mahwah, NJ: Erlbaum. Chen, Xiangming. 1996. "Qualitative Research Methods in Social Sciences." Social Sciences in China 6: 93–102. ---. 2000. Qualitative Research in Social Sciences. Beijing: Educational Science Publishing House. Chi, Michelene TH. 2000. "Self-explaining expository texts: The dual processes of generating inferences and repairing mental models." In Advances in instructional psychology, edited by Robert Glaser, 161–238. Mahwah, NJ: Erlbaum. Chi, Michelene TH, Miriam Bassok, Matthew W Lewis, Peter Reimann, and Robert Glaser. 1989. "Self‐explanations: How students study and use examples in learning to solve problems." Cognitive science 13 (2): 145–182. Chi, Michelene TH, Nicholas De Leeuw, Mei-Hung Chiu, and Christian LaVancher. 1994. "Eliciting self-explanations improves understanding." Cognitive science 18 (3): 439–477. Cialdini, Robert B, and Noah J Goldstein. 2004. "Social influence: Compliance and conformity." Annual review of psychology 55 (1): 591–621. Clements, Rhonda. 2004. "An investigation of the status of outdoor play." Contemporary issues in early childhood 5 (1): 68–80. Cobb, Roger, and Charles Elder. 1972. Participation in American politics: The dynamics of agenda-building. Boston, MA: Allyn and Bacon. Cognition and Technology Group at Vanderbilt. 1997. The Jasper Project: Lessons in curriculum, instruction, assessment, and professional development. Mahwah, NJ: Erlbaum. Conway, Martin A. 2001. "Sensory–perceptual episodic memory and its context: Autobiographical memory." Philosophical Transactions of the Royal Society of London B: Biological Sciences 356 (1413): 1375–1384. Corbin, Juliet, and Anselm Strauss. 2008. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. 3rd ed. Thousand Oaks, CA: Sage Publications. Corrigan, Patrick W. 2016. "Lessons learned from unintended consequences about erasing the stigma of mental illness." World Psychiatry 15 (1): 67–73. Corrigan, Patrick W, and Andrea B Bink. 2016. "The Stigma of Mental Illness." In Encyclopedia of mental health, edited by Howard S Friedman. Waltham, MA: Academic Press. Corrigan, Patrick W, Scott B Morris, Patrick J Michaels, Jennifer D Rafacz, and Nicolas Rüsch. 2012. "Challenging the public stigma of mental illness: a meta-analysis of outcome studies." Psychiatric services 63 (10): 963–973. Corrigan, Patrick W, and David L Penn. 1999. "Lessons from social psychology on discrediting psychiatric stigma." American Psychologist 54 (9): 765. Corrigan, Patrick W, L Philip River, Robert K Lundin, David L Penn, Kyle Uphoff-Wasowski, John Campion, James Mathisen, Christine Gagnon, Maria Bergman, and Hillel Goldstein. 2001. "Three strategies for changing attributions about severe mental illness." Schizophrenia bulletin 27 (2): 187–195. Corrigan, Patrick W, and Amy C Watson. 2007. "The stigma of psychiatric disorders and the gender, ethnicity, and education of the perceiver." Community mental health journal 43 (5): 439–458. Corrigan, Patrick W, Amy C Watson, Peter Byrne, and Kristin E Davis. 2005. "Mental illness stigma: Problem of public health or social justice?" Social Work 50 (4): 363–368. Cortese, Claudio G. 2005. "Learning through teaching." Management Learning 36 (1): 87–115. Covington, Martin V, and Kimberly J Müeller. 2001. "Intrinsic versus extrinsic motivation: An approach/avoidance reformulation." Educational psychology review 13 (2): 157–176. Coyne, Imelda T. 1997. "Sampling in qualitative research. Purposeful and theoretical sampling; merging or clear boundaries?" Journal of advanced nursing 26 (3): 623–630. Crocker, J, B Major, and C Steele. 1998. "Social stigma." In Handbook of social psychology, edited by Daniel T Gilbert, Susan T Fiske and Gardner Lindzey, 504–533. Boston, MA: McGraw-Hill. Dahal, Ganga Ram, and Krishna Prasad Adhikari. 2008. Bridging, linking, and bonding social capital in collective action: The case of Kalahan Forest Reserve in the Philippines. Collective Action and Property Rights (CAPRi) (Collective Action and Property Rights (CAPRi)). Deci, Edward L, and Richard M Ryan, eds. 2002. Handbook of self-determination research. Rochester, NY: University Rochester Press. ---. 2014. "Autonomy and need satisfaction in close relationships: Relationships motivation theory." In Human motivation and interpersonal relationships: Theory, research and applications, edited by Netta Weinstein, 53–73. Dordrecht: Springer. Deci, Edward L, Richard M Ryan, and Geoffrey C Williams. 1996. "Need satisfaction and the self-regulation of learning." Learning and individual differences 8 (3): 165–183. Dickman, Amy J, and Leela Hazzah. 2016. "Money, myths and man-eaters: complexities of human–wildlife conflict." In Problematic wildlife: a cross-disciplinary approach, edited by Francesco M Angelici, 339–356. London: Springer. Ditchman, Nicole, Shirli Werner, Kristin Kosyluk, Nev Jones, Brianna Elg, and Patrick W Corrigan. 2013. "Stigma and intellectual disability: Potential application of mental illness research." Rehabilitation Psychology 58 (2): 206. Dono, Joanne, Janine Webb, and Ben Richardson. 2010. "The relationship between environmental activism, pro-environmental behaviour and social identity." Journal of environmental psychology 30 (2): 178–186. Dubois, Sara, and David Fraser. 2013. "A framework to evaluate wildlife feeding in research, wildlife management, tourism and recreation." Animals 3 (4): 978–994. Duran, David. 2017. "Learning-by-teaching. Evidence and implications as a pedagogical mechanism." Innovations in education and teaching international 54 (5): 476–484. Eccles, Jacquelynne S, and Jennifer Appleton Gootman, eds. 2002. Community programs to promote youth development. Washington, DC: National Academies Press. Edelman, Andrea, Patricia Gill, Katey Comerford, Mindy Larson, and Rebecca Hare. 2004. Youth Development & Youth Leadership. A Background Paper. Institute for Educational Leadership, National Collaborative On Workforce and Disability for Youth (Washington, DC: National Collaborative On Workforce and Disability for Youth Institute for Educational Leadership). Efird, Rob. 2015. "Learning places and ‘little volunteers’: an assessment of place-and community-based education in China." Environmental Education Research 21 (8): 1143–1154. Egri, Carolyn P, and Susan Herman. 2000. "Leadership in the North American environmental sector: Values, leadership styles, and contexts of environmental leaders and their organizations." Academy of Management journal 43 (4): 571–604. Emmons, Katherine M. 1997. "Perspectives on environmental action: Reflection and revision through practical experience." The Journal of Environmental Education 29 (1): 34–44. Falk, John H. 2005. "Free‐choice environmental learning: framing the discussion." Environmental education research 11 (3): 265–280. Falk, John H, and Lynn D Dierking. 2000. Learning from Museums: Visitor Experiences and the Making of Meaning. Walnut Creek, CA: AltaMira. ---. 2012. "Lifelong science learning for adults: The role of free-choice experiences." In Second international handbook of science education, edited by Barry J Fraser, Kenneth Tobin and Campbell J McRobbie, In Springer International Handbooks of Education, 1063–1079. Dordrecht: Springer. Falk, John H, and Martin Storksdieck. 2005. "Using the contextual model of learning to understand visitor learning from a science center exhibition." Science education 89 (5): 744–778. Fien, John. 1993. Education for the environment: Critical curriculum theorising and environmental education. Geelong: Deakin University Press. Finger, Matthias, and José Manuel Asún. 2001. Adult education at the crossroads: Learning our way out. London, UK: Zed Books. Finlay, Krystina A, David Trafimow, and Eri Moroi. 1999. "The importance of subjective norms on intentions to perform health behaviors." Journal of Applied Social Psychology 29 (11): 2381–2393. Flowerday, Terri, and Gregory Schraw. 2000. "Teacher beliefs about instructional choice: A phenomenological study." Journal of educational psychology 92 (4): 634–645. Freund, Cathryn A, Machmud Achmad, Petrus Kanisius, Ranti Naruri, Erzi Tang, and Cheryl D Knott. 2020. "Conserving orangutans one classroom at a time: Evaluating the effectiveness of a wildlife education program for school‐aged children in Indonesia." Animal Conservation 23 (1): 18–27. Gallagher, Deborah Rigling. 2012. "Why Environmental Leadership?" In Environmental Leadership: A Reference Handbook, Vol. 1. Perspectives on Environmental Leadership, edited by Deborah Rigling Gallagher, 3–10. Thousand Oaks, CA: Sage Publications. Gass, Michael A. 1999. "Transfer of learning in adventure education." In Adventure Programming, edited by John C Miles and Simon Priest, 227–234. State College, PA: Venture. Gick, Mary L, and Keith J Holyoak. 1983. "Schema induction and analogical transfer." Cognitive psychology 15 (1): 1–38. Glaser, Barney G. 1978. Theoretical sensitivity.Advances in the methodology of grounded theory. Mill Valley, CA: Sociology Press. ---. 1998. Doing Grounded Theory: Issues and Discussions. Mill Valley, CA: Sociology Press. ---. 2003. The Grounded Theory Perspective II: Description’s Remodelling of Grounded Theory Methodology. Mill Valley, CA: Sociology Press. Glaser, Barney G, and Anselm L Strauss. 1967. The discovery of grounded theory: strategies for qualitative theory. New Brunswick: Aldine Transaction. Göckeritz, Susanne, P Wesley Schultz, Tania Rendón, Robert B Cialdini, Noah J Goldstein, and Vladas Griskevicius. 2010. "Descriptive normative beliefs and conservation behavior: The moderating roles of personal involvement and injunctive normative beliefs." European journal of social psychology 40 (3): 514–523. Goffman, Erving. 1963. Stigma: Notes on the management of spoiled identity. Englewood Cliffs, NJ: Prentice-Hall. González-Rivera, Milagritos, and José A Bauermeister. 2007. "Children's attitudes toward people with AIDS in Puerto Rico: Exploring stigma through drawings and stories." Qualitative health research 17 (2): 250–263. Gough, Noel. 1987. "Learning with environments: Towards an ecological paradigm for education." In Environmental education: Practice and possibility, edited by Ian Robottom, 49–67. Burwood: Deakin University. Graesser, Arthur C, Cheryl Bowers, Douglas J Hacker, and Natalie Person. 1997. "Scaffolding student learning: Instructional approaches and issues." In Scaffolding student learning: Instructional approaches and issues, edited by Kathleen Hogan and Michael Pressley, 145–184. New York: Brookline Books. Grimm, Nancy B, Stanley H Faeth, Nancy E Golubiewski, Charles L Redman, Jianguo Wu, Xuemei Bai, and John M Briggs. 2008. "Global change and the ecology of cities." science 319 (5864): 756–760. Gruenewald, David A. 2004. "A Foucauldian analysis of environmental education: Toward the socioecological challenge of the Earth Charter." Curriculum inquiry 34 (1): 71–107. Grzega, Joachim, and Marion Schöner. 2008. "The didactic model LdL (Lernen durch Lehren) as a way of preparing students for communication in a knowledge society." Journal of Education for Teaching 34 (3): 167–175. Guillemin, Marilys. 2004. "Understanding illness: Using drawings as a research method." Qualitative health research 14 (2): 272–289. Hasni, Abdelkrim, Fatima Bousadra, Vincent Belletête, Ahmed Benabdallah, Marie-Claude Nicole, and Nancy Dumais. 2016. "Trends in research on project-based science and technology teaching and learning at K–12 levels: a systematic review." Studies in Science education 52 (2): 199–231. Hatzenbuehler, Mark L, Jo C Phelan, and Bruce G Link. 2013. "Stigma as a fundamental cause of population health inequalities." American journal of public health 103 (5): 813–821. Heifetz, Ronald A. 1994. Leadership without easy answers. Cambridge, MA: Belknap Press. Heimlich, Joe E, Jennifer D Adams, and Marc J Stern. 2017. "Nonformal Educational Settings." In Urban Environmental Education Review, edited by ME Krasny and A Russ, 115–123. Ithaca, NY: Cornell University Press. Heimlich, Joe E, and Nicole M Ardoin. 2008. "Understanding behavior to understand behavior change: A literature review." Environmental education research 14 (3): 215–237. Herek, Gregory M. 2015. "Beyond “homophobia”: Thinking more clearly about stigma, prejudice, and sexual orientation." American Journal of Orthopsychiatry 85 (5S): S29. Hidi, Suzanne. 1990. "Interest and its contribution as a mental resource for learning." Review of Educational research 60 (4): 549–571. Hidi, Suzanne, and William Baird. 1986. "Interestingness—A neglected variable in discourse processing." Cognitive Science 10 (2): 179–194. Hidi, Suzanne, and KA Renninger. 2006. "The four-phase model of interest development." Educational psychologist 41 (2): 111–127. Hofferth, Sandra L. 2009. "Changes in American children’s time–1997 to 2003." Electronic international journal of time use research 6 (1): 26. Holliday, Adrian. 2016. Doing & writing qualitative research. 3rd ed. London, UK: Sage Publications. Holton, Derek, and David Clarke. 2006. "Scaffolding and metacognition." International journal of mathematical education in science and technology 37 (2): 127–143. House, Robert J, Paul J Hanges, Mansour Javidan, Peter W Dorfman, and Vipin Gupta, eds. 2004. Culture, leadership, and organizations: The GLOBE study of 62 societies. Thousand Oaks, CA: Sage Publications. Hungerford, Harold R, and Trudi L Volk. 1990. "Changing learner behavior through environmental education." The journal of environmental education 21 (3): 8–21. Ilomäki, Henni. 2009. "Finnish Snake Charms." In Charms, Charmers and Charming: International Research on Verbal Magic, edited by Jonathan Roper, 163–173. New York: Springer. Ingle, Purushottam, Shivaji Bali, and Jitendra Khandagale. 2014. "Preliminary survey of snake diversity from Malegaon Tehsil of Washim District." World Journal of Zoology 9 (2): 134–137. Jang, Hyungshim, Johnmarshall Reeve, and Edward L Deci. 2010. "Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure." Journal of educational psychology 102 (3): 588–600. Jensen, Bjarne Bruun, and Karsten Schnack. 1997. "The action competence approach in environmental education." Environmental education research 3 (2): 163–178. Jickling, Bob, and Arjen EJ Wals. 2008. "Globalization and environmental education: Looking beyond sustainable development." Journal of Curriculum Studies 40 (1): 1–21. Johansson, Maria, Jens Karlsson, Eja Pedersen, and Anders Flykt. 2012. "Factors governing human fear of brown bear and wolf." Human dimensions of wildlife 17 (1): 58–74. Jones, Lee W, Robert C Sinclair, and Kerry S Courneya. 2003. "The effects of source credibility and message framing on exercise intentions, behaviors, and attitudes: An integration of the elaboration likelihood model and prospect theory." Journal of applied social psychology 33 (1): 179–196. Jones, Robert, and George Kriflik. 2006. "Subordinate expectations of leadership within a cleaned-up bureaucracy: A grounded theory study." Journal of Organizational Change Management 19 (2): 154–172. Katz, Idit, and Avi Assor. 2003. "Is autonomy important for non-western students? Examining autonomy as a universal human propensity." 84th annual meeting of the American Educational Research Association, Chicago. ---. 2007. "When choice motivates and when it does not." Educational Psychology Review 19 (4): 429–442. Kerlinger, Fred N, and Howard B Lee. 2000. Foundations of behavioral research. 4th ed. Toronto: Wadsworth Thomson Learning. Kidd, Aline H, and Robert M Kidd. 1989. "Factors in adults' attitudes toward pets." Psychological Reports 65 (3): 903–910. Kihlstrom, John F. 2009. "‘So that we might have roses in December’: The functions of autobiographical memory." Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition 23 (8): 1179–1192. Kim, Aise KyoungJin, David Airey, and Edith Szivas. 2011. "The multiple assessment of interpretation effectiveness: Promoting visitors’ environmental attitudes and behavior." Journal of Travel Research 50 (3): 321–334. Kim, Paul Y, Thomas W Britt, Robert P Klocko, Lyndon A Riviere, and Amy B Adler. 2011. "Stigma, negative attitudes about treatment, and utilization of mental health care among soldiers." Military psychology. Knight, John. 2000. "Culling demons: the problem of bears in Japan." In Natural enemies: people-wildlife conflicts in anthropological perspective, edited by John Knight, 145–169. London: Routledge. Kollmuss, Anja, and Julian Agyeman. 2002. "Mind the gap: why do people act environmentally and what are the barriers to pro-environmental behavior?" Environmental education research 8 (3): 239–260. Kooken, Wendy C, Julie K Baylor, and Kelly R Schwend. 2014. "Worlds apart in the same town? A qualitative comparison of pre-and post-clinical themes assessing student nurse perceptions of homeless, mentally ill clients." Nurse education today 34 (3): 306–312. Kopelman, Michael D, and Narinder Kapur. 2001. "The loss of episodic memories in retrograde amnesia: single–case and group studies." Philosophical Transactions of the Royal Society of London B: Biological Sciences 356 (1413): 1409–1421. Krasny, Marianne E, Leigh Kalbacker, Richard C Stedman, and Alex Russ. 2015. "Measuring social capital among youth: applications in environmental education." Environmental education research 21 (1): 1–23. Krueger, Richard A, and Mary Anne Casey. 2000. Focus groups: A practical guide for applied research. 3rd ed. Thousand Oaks, CA: Sage Publications. Kuhl, Gail J. 2012. "Representing animal-others in educational research." Canadian Journal of Environmental Education (CJEE) 16: 106–122. ---. 2018. "Sharing a world with wolves: perspectives of educators working in wolf-focussed education." Environmental Education Research: 1–15. Kvale, Steinar , and Svend Brinkmann. 2009. Interviews: Learning the Craft of Qualitative Research Interviewing. 2nd ed. Thousand Oaks, CA: Sage Publications. Liddicoat, Kendra R. 2013. "Memories and lasting impacts of residential outdoor environmental education programs." doctoral dissertation, Cornell University. Liddicoat, Kendra R, and Marianne E Krasny. 2014. "Memories as useful outcomes of residential outdoor environmental education." The Journal of Environmental Education 45 (3): 178–193. Lin, Jing, and Qinghai Chen. 1995. "ACADEMIC PRESSURE AND IMPACT ON STUDENTS'DEVELOPMENT IN CHINA." McGill Journal of Education/Revue des sciences de l'éducation de McGill 30 (002). Lindgren, Nicklas, and Johan Öhman. 2018. "A posthuman approach to human-animal relationships: advocating critical pluralism." Environmental Education Research: 1–16. Loewenberg, Ball Deborah , Mark Hoover Thames, and Geoffrey Phelps. 2008. "Content knowledge for teaching: What makes it special?" Journal of teacher education 59 (5): 389–407. Lowenfeld, Viktor. 1947. Creative and mental growth. New York: Macmillan. Lowenfeld, Viktor, and W Lambert Brittain. 1982. Creative and mental growth. 7th ed. New York: Macmillan. Mackie, Gerry, Francesca Moneti, Holly Shakya, and Elaine Denny. 2015. What are social norms? How are they measured? UNICEF/University of California, San Diego, Center on Global Justice (San Diego, CA). MacRae, C Neil, Galen V Bodenhausen, Alan B Milne, and Jolanda Jetten. 1994. "Out of mind but back in sight: Stereotypes on the rebound." Journal of personality and social psychology 67 (5): 808. MacRae, C Neil, Galen V Bodenhausen, Alan B Milne, and Vicky Wheeler. 1996. "On resisting the temptation for simplification: Counterintentional effects of stereotype suppression on social memory." Social Cognition 14 (1): 1–20. Madianos, MG, Dimitra Madianou, J Vlachonikolis, and Costas N Stefanis. 1987. "Attitudes towards mental illness in the Athens area: implications for community mental health intervention." Acta Psychiatrica Scandinavica 75 (2): 158–165. Malchiodi, Cathy A. 1998. Understanding children's drawings. New York: Guilford. Manfredo, Michael J. 2008. Who Cares About Wildlife? Social Science Concepts for Exploring Human–Wildlife Relationships and Conservation Issues. edited by Michael J Manfredo. New York: Springer. Markus, Hazel, and Paula Nurius. 1986. "Possible selves." American psychologist 41 (9): 954–969. Maso, Ilja, and Adrianus Smaling. 1998. Kwalitatief Onderzoek: Theorie en Praktijk [Qualitative research: theory and practice]. Amsterdam: Boom. Mason, Jennifer. 2002. Qualitative researching. 2nd ed. Thousand Oaks, CA: Sage Publications. Maxwell, Joseph A. 2005. Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage Publications. Mayer, Michela, and Johannes Tschapka, eds. 2008. Engaging youth in sustainable development: learning and teaching sustainable development in lower secondary schools. Brussel, Belgium: Environment and School Initiatives (ENSI)/Council of Europe. Mayer, Richard E. 2011. Applying the science of learning. Boston, MA: Pearson. Mays, Rose M, Lynne A Sturm, Julie C Rasche, Dena S Cox, Anthony D Cox, and Gregory D Zimet. 2011. "Use of drawings to explore US women's perspectives on why people might decline HIV testing." Health care for women international 32 (4): 328–343. McCombs, Barbara L. 1996. "Alternative perspectives for motivation." In Developing engaged readers in school and home communities, edited by Linda Baker, Peter Afflerbach and David Reinking, 67–87. Mahwah, NJ: Erlbaum. McCombs, Maxwell E, and Amy Reynolds. 2002. "News influence on our pictures of the world." In Media effects: Advances in theory and research, edited by Jennings Bryant, Dolf Zillmann, Jennings Bryant and Mary Beth Oliver, 11–28. New York: Routledge. McCombs, Maxwell E, and Donald L Shaw. 1972. "The Agenda-Setting Function of Mass Media." The Public Opinion Quarterly 36 (2): 176–187. McDonald, Faye V. 2014. "Developing an integrated conceptual framework of pro-environmental behavior in the workplace through synthesis of the current literature." Administrative Sciences 4 (3): 276–303. Meise, U, H Sulzenbacher, G Kemmler, R Schmid, W Rössler, and V Günther. 2000. "„… nicht gefährlich, aber doch furchterregend “. Ein Programm gegen Stigmatisierung von Schizophrenie in Schulen [‘… not dangerous, but nevertheless frightening’. A program against stigmatization of schizophrenia in schools]." Psychiatrische Praxis 27: 340–346. Merriam, Sharan B. 2009. Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass. Merton, Robert King. 1968. Social theory and social structure. New York: Free Press. Meyer, Debra K, Julianne C Turner, and Cynthia A Spencer. 1997. "Challenge in a mathematics classroom: Students' motivation and strategies in project-based learning." The Elementary School Journal 97 (5): 501–521. Miller, Dale T, and Deborah A Prentice. 1996. "The construction of social norms and standards." In Social Psychology: Handbook of Basic Principles, edited by E Tory Higgins and Arie W Kruglanski, 799–829. New York: Guilford. Moller, Arlen C, Edward L Deci, and Richard M Ryan. 2006. "Choice and ego-depletion: The moderating role of autonomy." Personality and social psychology bulletin 32 (8): 1024–1036. Monteith, Margo J, Jeffrey W Sherman, and Patricia G Devine. 1998. "Suppression as a stereotype control strategy." Personality and Social Psychology Review 2 (1): 63–82. Morren, Meike, and Amir Grinstein. 2016. "Explaining environmental behavior across borders: A meta-analysis." Journal of Environmental Psychology 47: 91–106. Murakami, Christopher Daniel, Chang Su-Russell, and Louis Manfra. 2018. "Analyzing teacher narratives in early childhood garden-based education." The Journal of Environmental Education 49 (1): 18–29. Myers, David G. 2012. Social psychology. 11th ed., edited by David G Myers. New York: McGraw-Hill. Myers, David G, and Jean Twenge. 2012. "The Self in a Social World." In Social psychology, edited by David G Myers, 32–75. New York: McGraw-Hill. National Research Council. 2000. How people learn: Brain, mind, experience, and school. Expanded ed. Washington, DC: National Academies Press. Neff, Christopher. 2012. "Australian beach safety and the politics of shark attacks." Coastal Management 40 (1): 88–106. Nisbet, Robert A, and Robert G Perrin. 1977. The social bond. New York: Alfred A. Knopf. Northouse, Peter G. 2010. Leadership: Theory and practice. 5th ed. Thousand Oaks, CA: Sage Publications. Ostrom, Elinor. 2000. "Social capital: a fad or a fundamental concept?" In Social capital: A multifaceted perspective, edited by Partha Dasgupta and Ismail Serageldin, 172–214. Washington, DC: World Bank. Oyserman, Daphna, and Leah James. 2011. "Possible identities." In Handbook of identity theory and research, edited by Seth J Schwartz, Koen Luyckx and Vivian L Vignoles, 117–145. New York: Springer. Pajares, Frank. 1997. "Current directions in self-efficacy research." Advances in motivation achievement 10 (149): 1–49. Palincsar, Annemarie Sullivan, and Ann L Brown. 1983. "Reciprocal Teaching of Comprehension-Monitoring Activities." Cognition and Instruction 1 (2): 117–175. Paluck, Elizabeth Levy, and Laurie Ball. 2010. Social norms marketing aimed at gender based violence: A literature review and critical assessment. International Rescue Committee (New York). Pandey, Deb Prasad, Gita Subedi Pandey, Kamal Devkota, and Matt Goode. 2016. "Public perceptions of snakes and snakebite management: implications for conservation and human health in southern Nepal." Journal of ethnobiology and ethnomedicine 12 (1): 22. Parkinson, Ruth. 2009. "Nurses' attitudes towards people who are homeless: a literature review." Diversity in Health & Care 6 (4). Paul, Alison, and Michelle Byron. 2014. "What are environmental education outcomes?" Measuring environmental education outcomes, edited by Alex Russ, 6–8. Washington, DC: North American Association for Environmental Education. Pavlou, Paul A, and Mendel Fygenson. 2006. "Understanding and predicting electronic commerce adoption: An extension of the theory of planned behavior." MIS quarterly: 115–143. Penn, David L, and Shannon M Couture. 2002. "Strategies for reducing stigma toward persons with mental illness." World Psychiatry 1 (1): 20. Perese, Eris F. 2007. "Stigma, poverty, and victimization: Roadblocks to recovery for individuals with severe mental illness." Journal of the American Psychiatric Nurses Association 13 (5): 285–295. Pergams, Oliver RW, and Patricia A Zaradic. 2008. "Evidence for a fundamental and pervasive shift away from nature-based recreation." Proceedings of the National Academy of Sciences 105 (7): 2295–2300. Pescosolido, Bernice A, Jack K Martin, Annie Lang, and Sigrun Olafsdottir. 2008. "Rethinking theoretical approaches to stigma: A framework integrating normative influences on stigma (FINIS)." Social science & medicine 67 (3): 431–440. Petty, Richard E, and John T Cacioppo. 1979. "Issue involvement can increase or decrease persuasion by enhancing message-relevant cognitive responses." Journal of personality and social psychology 37 (10): 1915–1926. ---. 1986a. Communication and persuasion: Central and peripheral routes to attitude change.Springer Series in Social Psychology. New York: Springer-Verlag. ---. 1986b. "The elaboration likelihood model of persuasion." In Advances in Experimental Social Psychology, edited by Leonard Berkowitz, In Advances in Experimental Social Psychology, 123–205. Orlando, Florid: Academic Press. Petty, Richard E, John T Cacioppo, and Rachel Goldman. 1981. "Personal involvement as a determinant of argument-based persuasion." Journal of personality and social psychology 41 (5): 847–855. Petty, Richard E, Curtis P Haugtvedt, and Stephen M Smith. 1995. "Elaboration as a determinant of attitude strength: Creating attitudes that are persistent, resistant, and predictive of behavior." In Attitude strength: Antecedents and consequences, edited by Richard E Petty and Jon A Krosnick, In Ohio State University series on attitudes and persuasion, 93–130. Hillsdale, NJ: Lawrence Erlbaum Associates. Petty, Richard E, Stacey McMichael, and L Brannon. 1992. "The elaboration likelihood model of persuasion: Applications in recreation and tourism." In Influencing human behavior, edited by Michael J Manfredo, 77–101. Champaign, IL: Sagamore. Pillemer, David. 2003. "Directive functions of autobiographical memory: The guiding power of the specific episode." Memory 11 (2): 193–202. Pinfold, Vanessa, Hilary Toulmin, Graham Thornicroft, Peter Huxley, Paul Farmer, and Tanya Graham. 2003. "Reducing psychiatric stigma and discrimination: evaluation of educational interventions in UK secondary schools." The British Journal of Psychiatry 182 (4): 342–346. Pintrich, Paul R, and Dale H Schunk. 1996. Motivation in education: Theory, research, and applications. Columbus, OH: Merrill Prentice Hall. Powell, Robert B, Susan Lynn Vezeau, Marc J Stern, DeWayne D Moore, and Brett A Wright. 2018. "Does interpretation influence elaboration and environmental behaviors?" Environmental Education Research 24 (6): 875–888. Pretty, Jules. 2003. "Social capital and the collective management of resources." Science 302 (5652): 1912–1914. Prokop, Pavol, and Sue Dale Tunnicliffe. 2008. ""Disgusting" Animals: Primary School Children's Attitudes and Myths of Bats and Spiders." Eurasia Journal of Mathematics, Science & Technology Education 4 (2). Puhl, Rebecca M, and Janet D Latner. 2007. "Stigma, obesity, and the health of the nation's children." Psychological bulletin 133 (4): 557. Putnam, Robert D, Robert Leonardi, and Raffaella Y Nanetti. 1993. Making democracy work: Civic traditions in modern Italy. Princeton, NJ: Princeton University press. Randler, Christoph, Eberhard Hummel, and Pavol Prokop. 2012. "Practical work at school reduces disgust and fear of unpopular animals." Society & Animals 20 (1): 61–74. Redmond, Susan, and Pat Dolan. 2016. "Towards a conceptual model of youth leadership development." Child & Family Social Work 21 (3): 261–271. Reeve, Johnmarshall. 2009. "Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive." Educational psychologist 44 (3): 159–175. Reeve, Johnmarshall, Edward L Deci, and Richard M Ryan. 2004. "Self-determination theory: A dialectical framework for understanding socio-cultural influences on student motivation." In Big theories revisited, edited by Dennis M McInerney and Shawn van Etten, 31–59. Greenwich, CT: Information Age Press. Riemer, Manuel, Jennifer Lynes, and Gina Hickman. 2014. "A model for developing and assessing youth-based environmental engagement programmes." Environmental Education Research 20 (4): 552–574. Roeser, Robert W, Stephen C Peck, and Nailah S Nasir. 2006. "Self and identity processes in school motivation, learning, and achievement." In Handbook of educational psychology, edited by Patricia A Alexander and Philip H Winne, 391–424. Mahwah, NJ: Erlbaum. Rohrkemper, Mary, and Lyn Corno. 1988. "Success and failure on classroom tasks: Adaptive learning and classroom teaching." The Elementary School Journal 88 (3): 297–312. Rollins, Judy A. 2005. "Tell me about it: Drawing as a communication tool for children with cancer." Journal of Pediatric Oncology Nursing 22 (4): 203–221. Roscoe, Rod D. 2014. "Self-monitoring and knowledge-building in learning by teaching." Instructional Science 42 (3): 327–351. Roscoe, Rod D, and Michelene TH Chi. 2007. "Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors’ explanations and questions." Review of Educational Research 77 (4): 534–574. Ross, Charlotte A, and Elliot M Goldner. 2009. "Stigma, negative attitudes and discrimination towards mental illness within the nursing profession: a review of the literature." Journal of psychiatric and mental health nursing 16 (6): 558–567. Rost, Joseph Clarence. 1993. Leadership for the twenty-first century. Westport, CT: Praeger. Rudd, Murray A. 2000. "Live long and prosper: collective action, social capital and social vision." Ecological economics 34 (1): 131–144. Rüsch, Nicolas, Matthias C Angermeyer, and Patrick W Corrigan. 2005. "Mental illness stigma: Concepts, consequences, and initiatives to reduce stigma." European psychiatry 20 (8): 529–539. Russell, Constance L. 2005. "‘Whoever does not write is written’: the role of ‘nature’in post‐post approaches to environmental education research." Environmental Education Research 11 (4): 433–443. Ryan, Richard M. 1995. "Psychological needs and the facilitation of integrative processes." Journal of personality 63 (3): 397–427. Ryan, Richard M, and Edward L Deci. 2000. "Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being." American psychologist 55 (1): 68–78. ---. 2004. "Autonomy is no illusion: selfdetermination theory and the empirical study of authenticity, awareness and will." In Handbook of Experiential Existential Psychology, edited by Jeff Greenberg, Sander L Koole and Tom Pyszczynski, 449–479. New York: Guilford Press. ---. 2017. Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Press. Sauvé, Lucie. 2005. "Currents in Environmental Education: Mapping a Complex and Evolving Pedagogical Field." Canadian Journal of Environmental Education 10 (1): 11–37. Scardamalia, Marlene, Carl Bereiter, and Rosanne Steinbach. 1984. "Teachability of reflective processes in written composition." Cognitive science 8 (2): 173–190. Schulze, B, M Richter‐Werling, H Matschinger, and MC Angermeyer. 2003. "Crazy? So what! Effects of a school project on students' attitudes towards people with schizophrenia." Acta Psychiatrica Scandinavica 107 (2): 142–150. Schuman, David. 1982. Policy analysis, education, and everyday life: An empirical reevaluation of higher education in America. Lexington, MA: Heath. Schusler, Tania M. 2007. "Youth-adult partnerships creating positive environmental change." Cornell University. Schusler, Tania M, and Marianne E Krasny. 2010. "Environmental action as context for youth development." The Journal of Environmental Education 41 (4): 208–223. Schwartz, Daniel L, Xiaodong Lin, Sean Brophy, and John D Bransford. 1999. "Toward the development of flexibly adaptive instructional designs." In Instructional-design theories and models: A new paradigm of instructional theory, edited by Charles M Reigeluth, 183–213. Hillsdale, NJ: Erlbaum. Seidman, Irving. 2006. Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers college press. Seto, Karen C, Michail Fragkias, Burak Güneralp, and Michael K Reilly. 2011. "A meta-analysis of global urban land expansion." PloS one 6 (8): e23777. Shaw, Donald L, and Maxwell E McCombs. 1977. The emergence of American political issues: The agenda-setting function of the press. St. Paul, MN: West Publishing. Shifrer, Dara. 2013. "Stigma of a label: Educational expectations for high school students labeled with learning disabilities." Journal of health and social behavior 54 (4): 462–480. Shih, Shu-Shen. 2008. "The relation of self-determination and achievement goals to Taiwanese eighth graders' behavioral and emotional engagement in schoolwork." The Elementary School Journal 108 (4): 313–334. Shulman, Lee S. 1986. "Those who understand: Knowledge growth in teaching." Educational researcher 15 (2): 4–14. ---. 1987. "Knowledge and teaching: Foundations of the new reform." Harvard educational review 57 (1): 1–23. Siune, Karen, and Ole Borre. 1975. "Setting the agenda for a Danish election." Journal of Communication 25 (1): 65–73. Skinner, Ellen A, and Michael J Belmont. 1993. "Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year." Journal of educational psychology 85 (4): 571–581. Smith, Rachel A, and Amanda Applegate. 2018. "Mental health stigma and communication and their intersections with education." Communication Education 67 (3): 382–393. Snaddon, Jake L, Edgar C Turner, and William A Foster. 2008. "Children's perceptions of rainforest biodiversity: which animals have the lion's share of environmental awareness?" PLoS One 3 (7): e2579. Soga, Masashi, and Kevin J Gaston. 2016. "Extinction of experience: the loss of human–nature interactions." Frontiers in Ecology and the Environment 14 (2): 94–101. Spannring, Reingard. 2017. "Animals in environmental education research." Environmental Education Research 23 (1): 63–74. Spencer, Margaret B, and Carol Markstrom-Adams. 1990. "Identity processes among racial and ethnic minority children in America." Child development 61 (2): 290–310. Sponarski, Carly C, Jerry J Vaske, Alistair J Bath, and TA Loeffler. 2016. "Changing attitudes and emotions toward coyotes with experiential education." The Journal of Environmental Education 47 (4): 296–306. Stanley, Jonathan W. 2008. "Snakes: Objects of religion, fear and myth." Journal of Integrative Biology 2 (2): 42–58. Stauffacher, Michael, Alexander I Walter, Daniel J Lang, Arnim Wiek, and Roland W Scholz. 2006. "Learning to research environmental problems from a functional socio‐cultural constructivism perspective: The transdisciplinary case study approach." International Journal of Sustainability in Higher Education 7 (3): 252–275. Stern, Marc J. 2018. Social Science Theory for Environmental Sustainability: A Practical Guide. Oxford: Oxford University Press. Stern, Marc J, Robert B Powell, and Dawn Hill. 2014. "Environmental education program evaluation in the new millennium: what do we measure and what have we learned?" Environmental Education Research 20 (5): 581–611. Stogdill, Ralph M. 1948. "Personal factors associated with leadership: A survey of the literature." The Journal of psychology 25 (1): 35–71. Strauss, Anselm, and Juliet Corbin. 1998. Basics of qualitative research: Techniques and procedures for developing grounded theory. 2nd ed. London, UK: Sage Publications. Strommen, Erik. 1995. "Lions and tigers and bears, oh my! Children's conceptions of forests and their inhabitants." Journal of Research in Science Teaching 32 (7): 683–698. Struening, Elmer L, Deborah A Perlick, Bruce G Link, Fredric Hellman, Daniel Herman, and Jo Anne Sirey. 2001. "Stigma as a barrier to recovery: The extent to which caregivers believe most people devalue consumers and their families." Psychiatric services 52 (12): 1633–1638. Swanson, Kristen K, and Dallen J Timothy. 2012. "Souvenirs: Icons of meaning, commercialization and commoditization." Tourism Management 33 (3): 489–499. Taber, Brian J, and Maureen Blankemeyer. 2015. "Future work self and career adaptability in the prediction of proactive career behaviors." Journal of Vocational Behavior 86: 20–27. Tamir, Diana I, Jamil Zaki, and Jason P Mitchell. 2015. "Informing others is associated with behavioral and neural signatures of value." Journal of Experimental Psychology: General 144 (6): 1114–1123. Tasker, Gillian, ed. 2000. Social & Ethical Issues in Sexuality Education: A Resource for Health Education Teachers of Year 12 and 13 Students. Christchurch: Christchurch College of Education. Taylor, S Martin, and Michael J Dear. 1981. "Scaling community attitudes toward the mentally ill." Schizophrenia bulletin 7 (2): 225–240. Thornberg, Robert. 2015. "School bullying as a collective action: Stigma processes and identity struggling." Children & Society 29 (4): 310–320. Thornicroft, Graham, Diana Rose, Aliya Kassam, and Norman Sartorius. 2007. "Stigma: ignorance, prejudice or discrimination?" The British Journal of Psychiatry 190 (3): 192–193. Trimble, Morgan J, and Rudi J Van Aarde. 2010. "Species inequality in scientific study." Conservation Biology 24 (3): 886–890. Tulving, Endel. 2002. "Episodic memory: From mind to brain." Annual review of psychology 53 (1): 1–25. Turner, Rhiannon N, Tim Wildschut, and Constantine Sedikides. 2012. "Dropping the weight stigma: Nostalgia improves attitudes toward persons who are overweight." Journal of Experimental Social Psychology 48 (1): 130–137. Turner, Will R, Toshihiko Nakamura, and Marco Dinetti. 2004. "Global urbanization and the separation of humans from nature." Bioscience 54 (6): 585–590. UNESCO. 1980. Environmental Education in the Light of the Tbilisi Conference. Paris: UNESCO. UNESCO/UNEP. 14-26 October 1977 1978. Final Report. Intergovernmental Conference on Environmental Education,Tbilisi, USSR (Paris: UNESCO). Valentine, Gill, and John McKendrck. 1997. "Children's outdoor play: Exploring parental concerns about children's safety and the changing nature of childhood." Geoforum 28 (2): 219–235. Veitch, Jenny, Sarah Bagley, Kylie Ball, and Jo Salmon. 2006. "Where do children usually play? A qualitative study of parents’ perceptions of influences on children's active free-play." Health & place 12 (4): 383–393. Vygotski, Lev Seminovitch. 1987. "The genetic roots of thinking and speech." In The Collected Works of L.S. Vygotsky: Problems of General Psychology, Including the Volume Thinking and Speech, edited by Robert W Rieber and Aaron S Carton, 101–120. New York: Plenum. Original edition, 1934. Wals, Arjen EJ. 2007. Social learning towards a sustainable world: Principles, perspectives, and praxis. Wageningen: Wageningen Academic Publishers. ---. 2010. Message in a bottle: learning our way out of unsustainability. Wageningen: Wageningen University. Wals, Arjen EJ, Floor Geerling-Eijff, Francisca Hubeek, Sandra van der Kroon, and Janneke Vader. 2008. "All mixed up? Instrumental and emancipatory learning toward a more sustainable world: Considerations for EE policymakers." Applied Environmental Education and Communication 7 (3): 55–65. Webb, Noreen M. 1989. "Peer interaction and learning in small groups." International journal of Educational research 13 (1): 21–39. Wells, Nancy M, and Kristi S Lekies. 2006. "Nature and the life course: Pathways from childhood nature experiences to adult environmentalism." Children Youth and Environments 16 (1): 1–24. Werner, Shirli. 2015. "Public stigma and the perception of rights: Differences between intellectual and physical disabilities." Research in developmental disabilities 38: 262–271. Wheeler, Wendy, and Carolyn Edlebeck. 2006. "Leading, learning, and unleashing potential: Youth leadership and civic engagement." New Directions for Youth Development 2006 (109): 89–97. White, Robert W. 1959. "Motivation reconsidered: the concept of competence." Psychological review 66 (5): 297–333. Wigfield, Allan, James P Byrnes, and Jacquelynne S Eccles. 2006. "Development during early and middle adolescence." In Handbook of educational psychology, edited by Patricia A Alexander and Philip H Winne, 87–113. Mahwah, NJ: Erlbaum. Williams, Helen L, and Martin A Conway. 2009. "Networks of autobiographical memories." In Memory in mind and culture, edited by Pascal Boyer and James V Wertsch, 33–61. New York: Cambridge University Press. Williams, Helen L, Martin A Conway, and Gillian Cohen. 2008. "Autobiographical memory." In Memory in the Real World, edited by Gillian Cohen and Martin A Conway, 21–90. Hove, UK: Psychology Press. Wong, Lei C. 2014. Newsletter 2014. The Jane Goodall Institute China (Beijing: The Jane Goodall Institute China). Wood, David, Jerome S Bruner, and Gail Ross. 1976. "The role of tutoring in problem solving." Journal of Child Psychology and Psychiatry 17 (2): 89–100. Woolfolk, Anita E. 2012. Educational psychology: Active learning edition. 12th ed. Upper Saddle River, NJ: Pearson Education. Wu, Chia-Ling. 2013. "Interview method." In Research Methods in Social and Behavior Sciences: Qualitative Methods, edited by Hei-Yuan Chiu, Herng-Dar Bih, Michelle Liou and Kuo-Shu Yang, 30–56. Beijing: Social Science Academic Press (China). Wu, Meng. 2016. "The Construction and Applicaton of an Outcome Evaluation Framework for Environmental Education Programs." Master of Science in Ecology, Xishuangbanna Tropical Botanical Garden, Chinese Academy of Sciences, University of Chinese Academy of Sciences. http://ir.xtbg.org.cn/handle/353005/9968. Yang, Lawrence Hsin, Arthur Kleinman, Bruce G Link, Jo C Phelan, Sing Lee, and Byron Good. 2007. "Culture and stigma: Adding moral experience to stigma theory." Social science & medicine 64 (7): 1524–1535. Ye, Wenhu, and Yong Zhang. 2000. Environmental Management. Beijing: Higher Education Press. Yorek, N. 2009. "The only good snake is a dead snake: secondary school students' attitudes toward snakes." Biotechnology & Biotechnological Equipment 23 (sup1): 31–35. Yukl, Gary A. 2006. Leadership in organizations. edited by 6th. Upper Saddle River, NJ: Pearson Education. Zeldin, Shepherd, and Linda Camino. 1999. "Youth Leadership: Linking research and program theory to exemplary practice. Research and practice: Completing the circle." New Designs for Youth Development 15 (1): 10–15. Zhang, Wenping. 2015. "Theory of setting sample size in qualitative research and its practice in study of automobile market." Auto Industry Research (4): 22–26. Zrinyi, Miklos, and Zoltan Balogh. 2004. "Student nurse attitudes towards homeless clients: A challenge for education and practice." Nursing ethics 11 (4): 334–348. | - |
dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/88313 | - |
dc.description.abstract | 參與者在開展面向他人的環保倡導或教育行動時,自身也在進行學習。從環境教育的角度,我們可以將參與者的這些環境行動專案,看成是一種對參與者自身進行環境教育的方式,稱它們為以教為學型的環境行動。
這種方式希望參與者在影響他人的過程中自主學習,在主動行動的過程中自主決定形成自己的環境行為,是一種呼應環境教育最終目標(培養能夠表現出環境行為的公民)的教育取徑。參與者在行動中改變社會規範(他人態度與行為),為在根源上解決環境問題提供了機會。因此這種方式也能夠體現環境教育的最終目的(解決環境問題)。在學習過程中,以教為學型環境行動讓參與者去影響他人,通過“教”來激發參與者的自我決定動機,帶動參與者學習。在學習成效上,無論是因學習動機得到激發,還是因參與者對學習內容的精細加工得到提升,都會使參與者收穫更好的學習成效。實際上,參與者的環境領導力(做出行為,樹立榜樣;影響他人,改變社會規範)能夠在實踐行動中得到培養和展現。在行動結束後,這些環境領導力,也能通過參與者自主決定形成的環境行為,而得到延續。 以教為學型環境行動是一種具有潛力的環境教育模式。我的研究探討如何設計這類教育方案,以促進學習者的環境學習或成長。我希望通過建構一些模式,來幫助當前及未來環境教育者設計此類方案,也希望通過建構這類方案的作用機理,來幫助理解這類方案的教育成效及其成因,為方案設計提供理論依據。 我選擇珍古道爾(中國)研究會根與芽環境教育項目北京辦公室,作為主要研究場域。研究參與者為:根與芽大學生項目設計競賽簽名護鯊方案的兩位項目協調員(方案設計者)、各參賽大學生團隊的34位核心成員(方案參與者)和參與臺灣大學《環境教育教材教法》課程“野生動物保育”主題進班教學的27位國小六年級學生(專案受眾)。我通過質性訪談,去瞭解方案設計者如何設計以教為學型環境行動教育方案、方案參與者在方案中得到怎樣的收穫。另外,我通過前後測繪畫的方式,質性地評估專案受眾的學習成效,並將結果與前兩個研究的結果相互補充。我採用紮根理論的編碼程序對資料進行主題式分析,建構出設計以教為學型環境行動教育方案的模式,以及這種方案對培養環境領導力的作用。 對於方案設計,我整合了專案本位的學習、行動能力學習過程、學習的脈絡模式這三種視角,並結合環境教育的目標和目的,來指引設計以教為學型環境行動教育方案。其中,專案本位的學習用於把握方案的概念與特點,行動能力學習過程用於引導方案的過程與步驟,學習的脈絡模式用於厘清方案的細節與要點。研究結果顯示出,方案設計者潛在使用了這些理論設計以教為學型環境行動教育方案,而且在實踐中將學習的脈絡模式進一步發展,成為涵蓋引起與維持動機、選擇與控制、挑戰與支持、獲取與傳播知識、獲取與實踐技能、組內互動、組間互動、組外互動、社會議程與熱點、知識建構與批判、教育形式與內容、物資、真實情境、團隊/關係、分享會/報告、紀念品/證書等16個影響因素/脈絡的模型。 對於成效評估,我們認為護鯊項目是參與者的一段自傳體記憶,展演出指引功能、社會功能、自我功能等學習成效。這些成效包括:達成環境教育的五大目標(覺知、知識、技能、態度、行為),通過回憶和分享記憶來增加積極的社會規範,以及獲得多樣的個人成長(自我效能、自尊、特質、愛好、理想)。同時,我們建構了這些成效與環境教育最終目標(形成自己的環境行為)以及最終目的(改變社會規範)之間的關係,討論在環境教育成效評估時考慮這些社會功能和自我功能的意義。我們認為,採用這種方法,將能幫助我們浮現性地建構方案成效,評估解放型的環境教育方案,以應對棘手的環境問題。 對於受眾的學習成效,我們的案例顯示出,課程給專案受眾對野生動物的態度帶來了積極的改變。這顯示出以教為學型環境行動教育方案中參與者設計的行動專案對其受眾產生了積極的學習成效。與前兩項研究結果結合在一起,表示這種環境教育策略,不僅能夠帶來參與者的積極成長,也能夠帶來受眾的積極改變。 雖然仍需進一步探究參與者在方案結束後,如何自主做出環境行為、如何支持他們做出這些行為、這些行為如何帶來的社會規範變革,以及這些行為和變革與方案之間具有怎樣的關係,但是我們可以看到以教為學型環境行動教育方案引起了從參與者到受眾的連續積極改變,是一種具有潛力的環境教育模式。 | zh_TW |
dc.description.abstract | A participant of an environmental-action project that is designed by the participant themself and aimed at advocating or educating their audiences to protect the environment is also learning from the project of their own. In the perspective of environmental education, we can consider the environmental-action project as an approach to educate the participant themself, and name it as a learning-by-teaching environmental-action.
This approach expects the participants to autonomously learn in the active action process of educating or influencing others, forming their self-determined environmental behaviors. It echoes the ultimate objective of environmental education which is to cultivate responsible environmental citizens who can perform pro-environmental behaviors. The participants in their actions have the opportunity to change negative social norms (i.e., others' negative attitudes and behaviors) toward the environment, creating a change to tackle the root of environmental problems, which makes the approach to be in line with the ultimate goal of environmental education. In the process of learning, learning-by-teaching environmental-action programs allow participants to influence others. This desire of teaching can improve participants' self-determination motivation and then motivate them to learn. As to the learning outcomes, both the promoted motivation of learning and the enhanced elaboration of the learning contents can make the learning outcomes more flourishing for the participants. In fact, the participants' environmental leadership (i.e., preforming environmental behaviors and set them as models, and influencing others to change social norms) can be cultivated and demonstrated in these environmental-actions. After an action finished, their environmental leadership can also be sustained through the environmental behaviors that the participants themselves decide to form. In this study, I explored how to design and evaluate this promising environmental education approach and constructed some models and theories to facilitate its program design and outcome evaluation. I chose the Beijing office of Roots & Shoots program (R&S) as the main research setting. The research participants were: the two coordinators (program designers) of a No Shark Fin (NSF) program of R&S, 34 core members of environmental-action teams of NSF (program participants), and 27 urban pupils (project audiences) from a public elementary school in Taipei city who participated in a wild animal conservation education lesson design by a team of college students from the Pedagogy and Curriculum Design in Environmental Education course in the National Taiwan University. Through qualitative interviews, I generated data about how the program designers designed a learning-by-teaching environmental-action program, and data about how the program participants constructed their learning outcomes of the program. In addition, I designed pre- and post-lesson drawing assessments to evaluate the project audiences' learning outcomes for complementing the results the two former studies. I adopted a coding procedure based on grounded theory to conducted thematic analysis and constructed models for understanding the design of learning-by-teaching environmental-action programs and their outcomes on cultivating environmental leadership. As to the program design, I integrated theories of environmental education objectives and goals, project-based learning, action competence learning process, and Contextual Model of Learning to guide the design of learning-by-teaching environmental-action programs. Project-based learning was used to grasp the concept and characteristics of the approach. Action competence learning process was used to guide the process and steps of the approach. Contextual Model of Learning was used to clarify the details and key points of the approach. The results showed that the designer may use these theories to design their programs, and further developed the Contextual Model of Learning into a sixteen-property model, which contained encouragement and maintain of motivation, choice and control, challenge and support, gaining and spreading of knowledge, acquirement and practicing of skills, intragroup interaction, intergroup interaction, outgroup interaction, social agenda and hot issues, constructionism and criticism, education forms and contents, materials, authentic circumstances, teamwork/relationships, sharing sessions/project reports, and souvenirs/certificates. As to the outcome evaluation, we regarded the NSF experiences of participants as their autobiographical memories. We constructed the participants' learning outcomes through the exploration of autobiographical memory functions (AMFs). We articulated a variety of directive, social, and self AMFs, including the achievement of the top five typical objectives of environmental education, increase in positive social norms through reminiscing and sharing memories, and attainment of diverse personal growth. We also constructed the relationship of these outcomes with the ultimate objective (forming one's own environmental behaviors) and goal (changing negative social norms toward the environment) of environmental education and explained the significance of considering social and self AMFs when evaluating the outcomes of environmental education. This method can presumably be used to emergently construct outcomes for evaluating emancipatory EE programs, which are on the request of tackling wicked environmental problems. As to the learning outcomes of project audiences, our case showed that the lesson brought about positive changes in the audience's attitude towards wild animals. This indicated that the action project designed by the participants in the learning-by-teaching environmental-action program generated positive learning outcomes for the audiences. Combined with the results of the previous two studies, this environmental education approach can bring about not only positive growth of program participants, but also positive changes of project audiences. Although it needs further exploration about how participants perform their autonomous environmental behaviors after the program, how they are supported to perform these behaviors, how these behaviors bring about transformations in social norms, and how these behaviors and transformations are related to the program, we have already seen the signs that the learning-by-teaching environmental-action program has caused positive changes in their participants and audiences, which means it is a promising environmental education approach. | en |
dc.description.provenance | Submitted by admin ntu (admin@lib.ntu.edu.tw) on 2023-08-09T16:29:43Z No. of bitstreams: 0 | en |
dc.description.provenance | Made available in DSpace on 2023-08-09T16:29:43Z (GMT). No. of bitstreams: 0 | en |
dc.description.tableofcontents | 口試委員會審定書 i
誌謝 ii 中文摘要 iii 英文摘要 v 圖目錄 xiii 表目錄 xiv 第一章 前言 1 1以教為學型環境行動 1 2採用以教為學型環境行動進行環境教育的理由 2 2.1教的過程與教的成效 3 2.1.1教的過程:反映環境教育目標 3 2.1.2教的成效:體現環境教育目的 3 2.2學習過程與學習成效 4 2.2.1學習過程:引發學習動機 4 2.2.2學習成效:具有更好效果 5 2.3實質過程與實質成效 6 2.3.1實質過程:培養環境領導力 6 2.3.2實質成效:獲得環境領導力 7 3研究目的和問題 7 第二章 理論框架 10 1設計以教為學方案的模式 10 1.1目標與目的:環境教育 10 1.2概念與特點:專案本位學習 11 1.3過程與步驟:行動能力學習過程 12 1.4細節與要點:學習的脈絡模型 14 1.5總結:以教為學型環境行動教育方案設計模型 16 2評估以教為學方案的成效 17 2.1可能的成效框架與應用中的問題 17 2.2回應環境教育的最終目標與目的:環境領導力 17 2.3如何評估:自傳體記憶的功能 18 2.3.1以教為學方案成效的特點 18 2.3.2自傳體記憶及其功能模型 19 2.3.3自傳體記憶的功能模型的優勢 20 2.4總結:以教為學型環境行動教育方案評估模型 21 第三章 研究方法 23 1方法論 23 2研究場域 24 2.1主要場域 24 2.1.1方案模式 24 2.1.2教育成效 24 2.1.3理論考量 25 2.1.4實際考量 25 2.2其他場域 26 3資料收集 27 3.1取樣方式 27 3.1.1預期取樣規畫 27 3.1.2實際取樣結果 28 3.2訪談提綱 29 3.2.1發展依據 29 3.2.1使用流程 31 4資料分析 31 第四章 研究結果與討論 33 1設計以教為學方案的模式 33 1.1以教為學方案的目標與目的、概念與特點、過程與步驟 33 1.2以教為學方案的細節與要點:學習的脈絡模型 34 1.4.1個人脈絡 37 1.4.2社會文化脈絡 50 1.4.3物理脈絡 59 2評估以教為學方案的成效3 68 2.1 指引功能:反映環境教育的五大成效 68 2.2 社會功能:創造持續的影響並改變社會規範 73 2.3 自我功能:促進多種自我成長 75 3評估參與者行動專案的成效4 78 3.1前言 78 3.2為什麼選擇城市兒童作為目標受眾? 80 3.3對抗汙名 81 3.3.1理論取徑 81 3.3.2課程設計 82 3.4方法 84 3.4.1資料收集 84 3.4.2資料分析 85 3.5結果 86 3.5.1課前主題 86 3.5.2課後主題 89 3.6討論 92 3.6.1局限 94 3.7結論 95 4整合討論與結論 96 注釋 98 參考文獻 98 附錄A 訪談提綱——方案設計 121 引入 121 個人脈絡 121 社會文化脈絡 122 物理脈絡 122 補充 123 附錄B 訪談提綱——成效評估 124 引入 124 環境面向 124 社會面向 124 自我面向 125 補充 125 附錄C 訪談結果——成效評估 126 | - |
dc.language.iso | zh_TW | - |
dc.title | 以教為學型環境行動教育方案:方案設計和成效評估 | zh_TW |
dc.title | Learning-by-Teaching Environmental-Action as an Environmental Education Approach: Program Design and Outcome Evaluation | en |
dc.type | Thesis | - |
dc.date.schoolyear | 111-2 | - |
dc.description.degree | 博士 | - |
dc.contributor.oralexamcommittee | 葉庭光;邱玉蟬;王順美;張子超 | zh_TW |
dc.contributor.oralexamcommittee | Ting-Kuang Yeh;Yu-Chan Chiu;Shun-Mei Wang;Tzu-Chau Chang | en |
dc.subject.keyword | 環境教育,環境行動,以教為學,自傳體記憶的功能,方案設計,成效評估, | zh_TW |
dc.subject.keyword | environmental education,environmental-action,learning-by-teaching,autobiographical memory function,program design,outcome evaluation, | en |
dc.relation.page | 131 | - |
dc.identifier.doi | 10.6342/NTU202301509 | - |
dc.rights.note | 同意授權(全球公開) | - |
dc.date.accepted | 2023-07-26 | - |
dc.contributor.author-college | 生物資源暨農學院 | - |
dc.contributor.author-dept | 森林環境暨資源學系 | - |
顯示於系所單位: | 森林環境暨資源學系 |
文件中的檔案:
檔案 | 大小 | 格式 | |
---|---|---|---|
ntu-111-2.pdf | 2.96 MB | Adobe PDF | 檢視/開啟 |
系統中的文件,除了特別指名其著作權條款之外,均受到著作權保護,並且保留所有的權利。