Implementing Sustainable Development Through Environmental …
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7.1 Knowledge
More specifically, as far as knowledge is concerned, comparing Tables 1 with 2 as
well as Figs. 4 with 5, an increase is recorded. After the completion of the program,
the participants seem to be more informed about the local environmental issues and
general environmental issues as well. This outcome is realized from the individuals
themselves, who were exposed to the benefits of the environmental camp. The issues
that somehow puzzled them were the issues related to climate change, such as global
warming, greenhouse effect etc. The correct answers on questions regarding climate
change didn’t show the expected increase. As Strazdins and Skeat (2011) noticed in
their research, there are some barriers seen when someone attempts to communicate
climate change, especially to children. One of the obstacles is associated with some
misconceptions on the real meaning of climate change. If not addressed though, they
may be led to a negative interpretation of climate change or to a wrong assumption
of what it truly means (Leal Filho 2009).
7.2 Attitude
On the other hand, since knowledge alone has been shown to be approximately
ineffective in modifying people’s behavior, an effective environmental education
program targeted at influencing or modifying participants’ conducts should become
a priority. Augmenting knowledge, while concentrating on the emotional sector as
well is of prime importance (Orams 1995). Consequently, through an educational program it could be more effective to provide the real spirit of sustainability (Skanavis
and Kounani 2017). This fact is backed up in this case study as well. Concerning the alteration of the participants’ attitude after their participation in summer
camp, comparing Tables 3 and 4, as well as Figs. 6 and 7, they appeared to have high
environmental consciousness.
Consequently, nature camps might be more effective in encouraging children’s
emotional connection to nature, ecological beliefs and environmental behaviors than
in-class environmental education programs. Spending time in nature through a camp
provides restorative benefits to children which may, in turn, lead to increased emotions and cognition towards the environment (Collado et al. 2013) Understanding
and cultivating children’s environmental awareness may be vital to rectifying the
environmental degradation and promoting the principles of sustainability (Garner
et al. 2015). Furthermore, it has been found that nature-based outdoor education programs are effectively improving environmental awareness and sensitivity towards
the natural environment (Apostolopoulou et al. 2016).
163
7.1 Knowledge
More specifically, as far as knowledge is concerned, comparing Tables 1 with 2 as
well as Figs. 4 with 5, an increase is recorded. After the completion of the program,
the participants seem to be more informed about the local environmental issues and
general environmental issues as well. This outcome is realized from the individuals
themselves, who were exposed to the benefits of the environmental camp. The issues
that somehow puzzled them were the issues related to climate change, such as global
warming, greenhouse effect etc. The correct answers on questions regarding climate
change didn’t show the expected increase. As Strazdins and Skeat (2011) noticed in
their research, there are some barriers seen when someone attempts to communicate
climate change, especially to children. One of the obstacles is associated with some
misconceptions on the real meaning of climate change. If not addressed though, they
may be led to a negative interpretation of climate change or to a wrong assumption
of what it truly means (Leal Filho 2009).
7.2 Attitude
On the other hand, since knowledge alone has been shown to be approximately
ineffective in modifying people’s behavior, an effective environmental education
program targeted at influencing or modifying participants’ conducts should become
a priority. Augmenting knowledge, while concentrating on the emotional sector as
well is of prime importance (Orams 1995). Consequently, through an educational program it could be more effective to provide the real spirit of sustainability (Skanavis
and Kounani 2017). This fact is backed up in this case study as well. Concerning the alteration of the participants’ attitude after their participation in summer
camp, comparing Tables 3 and 4, as well as Figs. 6 and 7, they appeared to have high
environmental consciousness.
Consequently, nature camps might be more effective in encouraging children’s
emotional connection to nature, ecological beliefs and environmental behaviors than
in-class environmental education programs. Spending time in nature through a camp
provides restorative benefits to children which may, in turn, lead to increased emotions and cognition towards the environment (Collado et al. 2013) Understanding
and cultivating children’s environmental awareness may be vital to rectifying the
environmental degradation and promoting the principles of sustainability (Garner
et al. 2015). Furthermore, it has been found that nature-based outdoor education programs are effectively improving environmental awareness and sensitivity towards
the natural environment (Apostolopoulou et al. 2016).