Pro-environmental rules: Analysis based on their relevance, associated consequences, and effort to follow them

Authors

  • Alba Nubia Muñoz Secretaría de Educación del Distrito Especial de Bogotá
  • Aldo Hernández Fundación Universitaria Konrad Lorenz
  • Andrea Burbano Universidad Colegio Mayor de Cundinamarca
  • Claudia Salcedo Secretaría de Educación del Distrito Especial de Bogotá
  • Pablo Páramo Universidad Pedagógica Nacional

Keywords:

Environmental education, environmentally relevant behaviors, rule-governed behavior, facet theory

Abstract

Despite several decades of studies on attitudes to the environment and the personal and social variables associated to them, environmental education has largely failed to make substantial gains in the adoption of pro-environmental behaviors. Education on rule-governed behavior is proposed as an alternative forreducing the distance between saying and doing behavioral change that suggests pragmatic solutions and promising avenues for future investigation on pro-environmental behavior. A total of 469 participants from different age groups took part of this study. 376 reported the frequencies of following pro-environmental rules through a questionnaire, and 93 categorized different kinds of pro-environmental behaviors in a free sorting procedure and also in relation to consequences and effort associated to these behaviors. Although results evidence the effects of environmental education in recognizing environmental relevant behaviors they lack in establishing the connection of these behaviors with social and natural consequences. Implications for environmental education are discussed.

Author Biographies

Alba Nubia Muñoz, Secretaría de Educación del Distrito Especial de Bogotá

Profesora Secretaría de Educación del Distrito Especial de Bogotá


Aldo Hernández, Fundación Universitaria Konrad Lorenz

Vicerrector Académico Fundación Universitaria Konrad Lorenz

Andrea Burbano, Universidad Colegio Mayor de Cundinamarca

Andrea Burbano es Ph.D en Estudios Territoriales por la Universidad de Caldas, Magíster en Gestión Urbana y Arquitecta de profesión. Es Investigadora Sénior por Colciencias del Grupo de investigación Pedagogía Urbana y Ambiental de la Universidad  Pedagógica Nacional, reconocido por Colciencias en categoría A.Es experta en estudios relacionados con el territorio. Ha sido consultora de asuntos urbanos y de ordenamiento territorial. En la actualidad se desempeña como profesora e investigadora del Departamento de Posgrado de la  Universidad  Pedagógica Nacional en la ciudad de Bogotá. Cuenta con varias publicaciones de libros y artículos en revistas científicas sobre los temas que investiga.

Claudia Salcedo, Secretaría de Educación del Distrito Especial de Bogotá

Profesora Secretaría de Educación del Distrito Especial de Bogotá

Pablo Páramo, Universidad Pedagógica Nacional

Pablo Páramo obtuvo su título de Doctor en Psicología del Centro de Graduados de la Universidad de la Ciudad de Nueva York, (CUNY) y Magister en Psicología de Hunter College siendo becario Fulbright. Además recibió el título de Maestría en Ciencia de la Universidad de Surrey (Inglaterra) como becario del Consejo Británico. Su actividad académica se ha desarrollado en el campo de la filosofía, historia y metodología de las ciencias sociales, el ambiente natural y construido. Es el creador de las nociones de: Sociolugares, Reglas proambientales y Comportamientos Urbano Responsables. Se encuentra vinculado actualmente como profesor titular al Doctorado Interinstitucional en Educación de la UPN. Pablo Páramo está clasificado como Investigador Senior por COLCIENCIAS.

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2020-06-03 — Updated on 2022-01-19

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Vol 37 No 3: Septiembre-diciembre 2020

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