xii
Fig. 8.7 Schematic description of main elements
of the Value-Belief-Norm (VBN) model
by Stern et al. (1999). (Adapted by Goldman et al. 2014
from Stern et al. 1999, with kind permission
of the authors) ................................................................................... 125
Fig. 8.8 The Model of Responsible Environmental Behaviour.
(Hines et al. 1987) ............................................................................. 126
Fig. 8.9 Revised model of REB.
(Adapted from Hungerford and Volk 1990) ...................................... 127
Fig. 8.10 Schematic depiction of the Model of Justified Behaviour
(MJB) by Hansmann and Steimer (2015).
(Adapted from Hansmann and Steimer 2015, 2017) ........................ 130
Fig. 8.11 Green schools’ hope-mediated influence
on students’ environmental behaviour and subjective
well-being. (Source: Kerret et al. 2014) ............................................ 131
Fig. 10.1 Russian doll model. (Modified from Myllyviita
and Leskinen 2013) ........................................................................... 153
Fig. 13.1 Stages of the SSIBL model.
(Retrieved from Levinson et al. 2017;
Amos et al. in press) .......................................................................... 205
Fig. 13.2 Two ways of cross-disciplinary teaching in formal
secondary education: cooperation and collaboration.
(Modified from Sund and Gericke n.d.) ............................................ 209
Fig. 15.1 Examples of Environmental Citizenship action
in a 4-axis system .............................................................................. 239
Fig. 15.2 The scales of action in Education for Environmental
Citizenship ........................................................................................ 240
Fig. 15.3 Education for Environmental Citizenship model .............................. 240
Fig. 15.4 The pedagogical landscape of Education
for Environmental Citizenship .......................................................... 247
Fig. 15.5 Education for Environmental Citizenship and other
types of education ............................................................................. 249
Fig. 15.6 Education for environmental citizenship
pedagogical approach ........................................................................ 251
List of Figures
Fig. 8.7 Schematic description of main elements
of the Value-Belief-Norm (VBN) model
by Stern et al. (1999). (Adapted by Goldman et al. 2014
from Stern et al. 1999, with kind permission
of the authors) ................................................................................... 125
Fig. 8.8 The Model of Responsible Environmental Behaviour.
(Hines et al. 1987) ............................................................................. 126
Fig. 8.9 Revised model of REB.
(Adapted from Hungerford and Volk 1990) ...................................... 127
Fig. 8.10 Schematic depiction of the Model of Justified Behaviour
(MJB) by Hansmann and Steimer (2015).
(Adapted from Hansmann and Steimer 2015, 2017) ........................ 130
Fig. 8.11 Green schools’ hope-mediated influence
on students’ environmental behaviour and subjective
well-being. (Source: Kerret et al. 2014) ............................................ 131
Fig. 10.1 Russian doll model. (Modified from Myllyviita
and Leskinen 2013) ........................................................................... 153
Fig. 13.1 Stages of the SSIBL model.
(Retrieved from Levinson et al. 2017;
Amos et al. in press) .......................................................................... 205
Fig. 13.2 Two ways of cross-disciplinary teaching in formal
secondary education: cooperation and collaboration.
(Modified from Sund and Gericke n.d.) ............................................ 209
Fig. 15.1 Examples of Environmental Citizenship action
in a 4-axis system .............................................................................. 239
Fig. 15.2 The scales of action in Education for Environmental
Citizenship ........................................................................................ 240
Fig. 15.3 Education for Environmental Citizenship model .............................. 240
Fig. 15.4 The pedagogical landscape of Education
for Environmental Citizenship .......................................................... 247
Fig. 15.5 Education for Environmental Citizenship and other
types of education ............................................................................. 249
Fig. 15.6 Education for environmental citizenship
pedagogical approach ........................................................................ 251
List of Figures