How Environmental Attitudes Interact with Cognitive Learning in a Science Lesson Module

Abstract

As cognitive knowledge plays a major role in supporting proenvironmental behavior, identification of individual aspects related to knowledge acquisition is essential. Our study monitored knowledge levels before and after a science-based lesson set in relation to self-reported behavior and attitudinal preferences (attitudes towards environmental Preservation and Utilization) of 190 students ( M age ± SD: 15.96 ± 0.55; 51.1% female). A knowledge questionnaire was completed once before and twice after participation. Additionally, (i) the 2-MEV ( two Major Environmental Values ) and (ii) the GEB ( General Ecological Behavior ) were applied. Girls showed higher Preservation but lower Utilization attitudes than boys did. Learning success was positively related to Preservation preferences (for girls) as well as to behavior-based scores (for girls and boys). For boys, high preferences in Utilization were negatively correlated with learning achievement.