189
consider significant and when they experience success. This is an essential ingredient
for non-formal education programmes to aim to foster Environmental Citizenship in
children. Malone (2013) explains how positioning children as active agents of
change in non-formal learning programmes (focused on designing a child-friendly
neighbourhood) led them to recognise their sense of connectedness and stewardship
for the local environment and their sense of responsibility to the planet.
In conclusion, Environmental Citizenship is a highly complex and multifaceted
concept that includes knowledge, attitudes, values and actions; children need
opportunities to learn and practice these action skills and experience that their
actions for the environment can be successful. Non-formal education that facilitates
the formation of an environmental identity and that presents children with
opportunities to experiences mastery at their developmental level paves the way for
them to develop Environmental Citizenship.
Acknowledgements This chapter is based on work from Cost Action ENEC – European Network
for Environmental Citizenship (CA16229) supported by COST (European Cooperation in Science
and Technology).
References
Ausubel, D. (1964). The transition from concrete to abstract cognitive functioning: Theoretical
issues and implications for education. Journal of Research in Science Teaching, 2(3), 261–266.
Bandura, A. (1997). Self-efficacy. New York: W.H. Freeman.
Barbiero, G., & Marconato, C. (2016). Biophilia as emotion. Visions for Sustainability, 6, 45–51.
Biesta, G. (2015). Beyond learning. Democratic education for a human future. New York:
Routledge.
Boeve-de Pauw, J., Gericke, N., Olsson, D., & Berglund, T. (2015). The effectiveness of education
for sustainable development. Sustainability, 7, 15693–15717.
Boeve-de Pauw, J., Van Hoof, J., & Van Petegem, P. (2019). Effective field trips in nature: The
interplay between novelty and learning. Journal of Biological Education, 53(1), 21–33.
Bonnett, M. (2013). Normalizing catastrophe: Sustainability and scientism. Environmental
Education Research, 19, 187–197.
Chawla, L. (1999). Life paths into effective environmental action. The Journal of Environmental
Education, 31, 15–26.
Chawla, L. (2009). Growing up green: Becoming an agent of care for the natural world. Journal of
Developmental Processes, 4(1), 6–23.
Chawla, L., & Flanders Cushing, D. (2007). Education for strategic environmental behavior.
Environmental Education Research, 13, 437–452.
Cheng, J. C. H., & Monroe, M. (2012). Connection to nature: Children’s affective attitude to
nature. Environment and Behavior, 44(1), 31–49.
Cincera, J., Johson, B., & Kovacikova, S. (2014). Evaluation of a place-based environmental education program: From there to here. Applied Environmental Education & Communication,
14(3), 178–186.
Clayton, S. (2003). Environmental identity. In S. Clayton & S. Opotow (Eds.), Identity and the
natural environment (pp. 45–65). Cambridge, MA: MIT Press.
Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal and informal education. Journal of Science Education and Technology, 16(2), 171–190.
12 Environmental Citizenship in the Context of Primary Non-formal Education
consider significant and when they experience success. This is an essential ingredient
for non-formal education programmes to aim to foster Environmental Citizenship in
children. Malone (2013) explains how positioning children as active agents of
change in non-formal learning programmes (focused on designing a child-friendly
neighbourhood) led them to recognise their sense of connectedness and stewardship
for the local environment and their sense of responsibility to the planet.
In conclusion, Environmental Citizenship is a highly complex and multifaceted
concept that includes knowledge, attitudes, values and actions; children need
opportunities to learn and practice these action skills and experience that their
actions for the environment can be successful. Non-formal education that facilitates
the formation of an environmental identity and that presents children with
opportunities to experiences mastery at their developmental level paves the way for
them to develop Environmental Citizenship.
Acknowledgements This chapter is based on work from Cost Action ENEC – European Network
for Environmental Citizenship (CA16229) supported by COST (European Cooperation in Science
and Technology).
References
Ausubel, D. (1964). The transition from concrete to abstract cognitive functioning: Theoretical
issues and implications for education. Journal of Research in Science Teaching, 2(3), 261–266.
Bandura, A. (1997). Self-efficacy. New York: W.H. Freeman.
Barbiero, G., & Marconato, C. (2016). Biophilia as emotion. Visions for Sustainability, 6, 45–51.
Biesta, G. (2015). Beyond learning. Democratic education for a human future. New York:
Routledge.
Boeve-de Pauw, J., Gericke, N., Olsson, D., & Berglund, T. (2015). The effectiveness of education
for sustainable development. Sustainability, 7, 15693–15717.
Boeve-de Pauw, J., Van Hoof, J., & Van Petegem, P. (2019). Effective field trips in nature: The
interplay between novelty and learning. Journal of Biological Education, 53(1), 21–33.
Bonnett, M. (2013). Normalizing catastrophe: Sustainability and scientism. Environmental
Education Research, 19, 187–197.
Chawla, L. (1999). Life paths into effective environmental action. The Journal of Environmental
Education, 31, 15–26.
Chawla, L. (2009). Growing up green: Becoming an agent of care for the natural world. Journal of
Developmental Processes, 4(1), 6–23.
Chawla, L., & Flanders Cushing, D. (2007). Education for strategic environmental behavior.
Environmental Education Research, 13, 437–452.
Cheng, J. C. H., & Monroe, M. (2012). Connection to nature: Children’s affective attitude to
nature. Environment and Behavior, 44(1), 31–49.
Cincera, J., Johson, B., & Kovacikova, S. (2014). Evaluation of a place-based environmental education program: From there to here. Applied Environmental Education & Communication,
14(3), 178–186.
Clayton, S. (2003). Environmental identity. In S. Clayton & S. Opotow (Eds.), Identity and the
natural environment (pp. 45–65). Cambridge, MA: MIT Press.
Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal and informal education. Journal of Science Education and Technology, 16(2), 171–190.
12 Environmental Citizenship in the Context of Primary Non-formal Education