Скала Нова еколошка парадигма из перспективе еколошких наратива будућих учитеља и васпитача

Зорица П. Веиновић, Универзитет у Београду, Учитељски факултет, Београд, Србија, имејл: zorica.veinovic@uf.bg.ac.rs
Јелена М. Станишић, Институт за педагошка истраживања, Београд, Србија
Иновације у настави, XXXVI, 2023/1, стр. 33–53

| PDF | | Extended summary PDF |
DOI: 10.5937/inovacije2301033V

 

Резиме: Скалом Нова еколошка парадигма (НЕП скала) испитује се еколошки поглед на свет, a резултати се могу користити и за процену ефикасности еколошког васпитања и образовања и пројектовање образовне политике. Упркос широкој употреби, скала је предмет критика. У намери да проверимо претпоставке истраживача о проблематичности тврдњи у скали, те подстакнути ширим контекстом примене НЕП скале, приступили смо квалитативном истраживању. Циљ је био да боље сагледамо размишљања испитаника која стоје иза њихових процена тврдњи у НЕП скали. Узорак су били студенти Учитељског факултета Универзитета у Београду. Коришћени инструменти су НЕП скала и протокол за интервју. Подаци су обрађени помоћу програма за квалитативна истраживања MAXQDA 12. У раду износимо део резултата ширег истраживања. Упоредна анализа одговора у скали и наратива испитаника указала је на учесталу неусклађеност између ове две категорије одговора о првој, шестој и једанаестој тврдњи НЕП скале. Тиме је доведена у питање могућност да се НЕП скалом утврде стварни ставови испитаника поводом ових тврдњи. Анализом наратива испитаника идентификоване су карактеристике тврдњи, које су у основи наведених проблема, а неке су изостајање еколошког контекста, неодређеност делова тврдње, сложеност формулације. Већ ови резултати сугеришу да је ради објективнијег увида у нечији еколошки поглед на свет неопходно ревидирати спорне тврдње у скали или је користити у комбинацији са интервјуом.

Кључне речи: НЕП скала, квалитативно истраживање, еколошко васпитање и обра-зовање, учитељи, васпитачи

 

Summary: The New Ecological Paradigm scale (NEP scale) examines the environmental view of the world and the results can be used for assessing the effectiveness of environmental education and planning future educational policies. Despite its widespread use, the scale is subject to criticism. In order to check the researchers’ assumptions about the problematic nature of the statements in the scale, and encouraged by the broader context of the NEP scale application, we decided to conduct a qualitative research. The goal was to gain a better insight into the respondents‘ thoughts underlying their evaluations of the statements in the NEP scale. The sample consisted of the students of the Teacher Education Faculty, University of Belgrade. The NEP scale and the interview protocol were the instruments used in the research. The data were processed using the program for qualitative research MAXQDA 12. In the paper, we present a part of the results of a wider research. A comparative analysis of the responses in the scale and the respondents‘ narratives indicated a frequent discrepancy between these two categories of the responses in the 1st, 6th and 11th statements of the NEP scale. This called into question the possibility of using the NEP scale to determine the actual attitudes of the respondents regarding these claims. The analysis of the respondents‘ narratives identified the characteristics of the claims, which are the basis of the mentioned problems, and some of them include the absence of the environmental context, the vagueness of the parts of the specific claim, the complexity of the wording. These results suggest that, in order to gain a more objective insight into one‘s environmental worldview, it is necessary to revise the disputed claims in the scale or use it in combination with an interview.

Кeywords: NEP Scale, qualitative research, environmental education, primary school teachers, preschool teachers

 

Литература

  • Anderson, M. (2012). The New Environmental Paradigm (NEP) Scale. In: Spellerberg, I. et al. (Eds.). The Berkshire Encyclopedia of sustainability: measurements, indicators, and research methods for sustainability (260–262). Massachusetts, US: Berkshire Publishing Group. Retrieved March 22, 2022. https://umaine.edu/soe/wp-content/uploads/sites/199/2013/01/NewEcologicalParadigmNEPScale1.pdf
  • Chatterjee, D. P. (2008). Oriental disadvantage versus occidental exuberance: appraising environmental concern
    in India. International Sociology. 23 (1), 5–33. https://doi.org/10.1177/0268580907084384
  • Dunlap, R. E. & Van Liere, K. D. (1978). The New Environmental Paradigm: A Proposed Measuring Instrument and Preliminary Results. The Journal of Environmental Education. 9 (4), 10–19. https://doi.org/10.1080/00958964.1978.10801875
  • Dunlap, R. E., Van Liere, K. D., Mertig, A. G. & Jones R. E. (2000). Measuring the endorsement of the New Ecological Paradigm: a revised NEP scale. Journal of Social Issues. 56 (3), 425–442. https://doi.org/10.1111/0022-4537.00176
  • Erdogan, N. (2009). Testing the new ecological paradigm scale: Turkish case. African Journal of Agricultural Research. 4 (10), 1023–1031.
  • Gillaspy, R. (2015). Environmental worldviews: Western and deep ecology. Retrieved March 25, 2020. from: https://study.com/academy/lesson/environmental-worldviews-western-deep-ecology.html
  • Gooch, G. D. (1995). Environmental beliefs and attitudes in Sweden and the Baltic states. Environment and Behavior. 27, 513–539. https://doi.org/10.1177/0013916595274004
  • Hawcroft, L. J. & Milfont, T. L. (2010). The use (and abuse) of the new environmental paradigm scale over the last 30 years: A meta-analysis. Journal of Environmental psychology. 30 (2), 143–158. https://doi.org/10.1016/j.jenvp.2009.10.003
  • Karapandžin, J. i Rodić, V. (2016). Ekološka svest studenata poljoprivrede Novosadskog univerziteta − testiranje razlika primenom NEP skale. Zbornik Matice srpske za društvene nauke. 161 (1), 53–65.
  • Lalonde, R. & Jackson, E. L. (2002). The new environmental paradigm scale: has it outlived its usefulness? The Journal of environmental education. 33 (4), 28–36. https://doi.org/10.1080/00958960209599151
  • Manoli, C. C., Johnson, B. & Dunlap, R. E. (2007). Assessing children’s environmental worldviews: Modifying and validating the New Ecological Paradigm Scale for use with children. The Journal of Environmental Education. 38 (4), 3–13. https://doi.org/10.3200/JOEE.38.4.3-13
  • Miščević Kadijević, G. i Vasilijević, D. (2019). Utvrđivanje proekoloških pogleda budućih vaspitača i učitelja. U: Pavlović Breneselović, D., Spasenović V. i Alibabić, Š. (ur.). Obrazovna politika i praksa: u skladu ili u raskoraku. Zbornik radova (103–107). Nacionalni skup Susreti pedagoga, 25. i 26. janura 2019. Beograd: Filozofski fakultet Univerziteta u Beogradu i Pedagoško društvo Srbije.
  • Ogunbode, C. A. (2013). The NEP scale: measuring ecological attitudes/worldviews in an African context. Environ Dev Sustain. 15, 1477–1494. https://doi.org/10.1007/s10668-013-9446-0
  • Petrović, N. i Škrbić, B. (2016). Ekološke vrednosne orijentacije i spremnost na aktivizam u Srbiji. Zbornik radova — Geografski fakultet Univerziteta u Beogradu. 64, 47–71. https://doi.org/10.5937/zrgfub1664047P
  • Rideout, B. E., Hushen, K., McGinty, D., Perkins, S. & Tate, J. (2005). Endorsement of the new ecological paradigm in systematic and e-mail samples of college students. The Journal of Environmental Education. 36 (2), 15–23. https://doi.org/10.3200/JOEE.36.2.15-23
  • Srbinovski, M. S. (2016). Gender differences in environmentalism: A case study of Macedonian students. Inovacije u nastavi. 29 (4), 101–114. https://doi.org/10.5937/nasvas1903381S
  • Stanišić, J. M. (2021). Ekološki pogledi na svet učenika osnovne i srednje škole – primena NEP skale. Inovacije u nastavi. 34 (3), 76–94. https://doi.org/10.5937/inovacije2103076S
  • Schultz, P. W. & Zelezny, L. C. (1998). Values and proenvironmental behavior: A five-country survey. Journal of Cross-Cultural Psychology. 29, 540–558. https://doi.org/10.1177/0022022198294003
  • Van Petegem, P. & Blieck, A. (2006). The environmental worldview of children: A cross-cultural perspective. Environmental Education Research. 12, 625–635. https://doi.org/10.1080/13504620601053662

Copyright © 2023 by the authors, licensee Teacher Education Faculty University of Belgrade, SERBIA. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original paper is accurately cited

Избор језика
Open Access Statement
345 Open access declaration can be found on this page

Information about copyright 345 Teaching Innovations are licensed with Creative Commons Attribution License (CC BY 4.0). Information about copyright can be found on this page.
Open Access Journal
345
Индексирано у
345   This journal was approved on 2018-01-22 according to ERIH PLUS criteria for inclusion. Download current list of ERIH PLUS approved journals.
Индексирано у
345 University of Belgrade, Teacher Education Faculty has entered into an electronic licensing relationship with EBSCO Information Services, the world's most prolific aggregator of full text journals, magazines and other sources. The full text of Teaching Innovations / Inovacije u nastavi is available now on EBSCO's international research databases.
Индексирано у
345
Ethics statement
345 Publication ethics and publication malpractice statement can be found on this page.
Пратите Иновације у настави
345   345   345