R. Schumannhengsteler et J. Thomas, WHAT DO CHILDREN KNOW ABOUT ENVIRONMENTAL -PROTECTION, PSYCHOLOGIE IN ERZIEHUNG UND UNTERRICHT, 41(4), 1994, pp. 249-261
Ecological knowledge combined with ecological activities and attitudes
are assumed to be the central components of ecological awareness. How
ever, ecological knowledge usually is investigated in older children a
nd adults only. We conducted three studies to investigate ecological k
nowledge in kindergarteners and elementary school children. In the fir
st study with 5- to 8-year-olds knowledge about environmental protecti
on was assessed by using a free recall task and a semi-structured inte
rview. We observed an age-effect as well as an effect of the familiari
ty of the ecologically relevant situation: children knew more about av
oidance and separation of garbage than about recycling. In a second st
udy, we conducted revised clinical interviews sensu Piaget about 'garb
age' with 5- to 8-year-olds. The aim was to clearly separate declarati
ve knowledge (What is ecologically harmful?) and naive theories about
causal relations (Why is it ecologically harmful?). For all age-groups
we found understanding of causal relations to be much lower than decl
arative knowledge. In a third study with 6- to 9-year-olds we examined
if everyday experience with environmental protection has effects on t
he quality of children's knowledge. We found everyday experience to be
a necessary precondition for knowledge about causal relations in youn
ger children, but not in older ones. The results are related to genera
l theories about knowledge development. Finally, we discuss implicatio
ns for ecological education in preschool children.