1. Can Environmental Education have a Significant Impact on a Person’s Risk Perception of Environmental Issues?

2. Integration Influence in Environmental Education
Experiment done by Roy Ballantyne, John Fien, and Jan Packer
Environmental programs were developed to address student’s knowledge, attitudes, and action concerning environmental issues.
Intergenerational discussion of environmental issues can positively change everyday routines in the home.
This study was done over a wide range of students making the findings very encouraging.

6. Attitudes of Pedagogical Students Towards Environmental Education in Greece
Experiment done by A. Kyridis, E. Mavrikaki, H. Tsakiridou, J. Daikopoulos, H. Zigouri
The attitudes of Greek teachers in Primary Education were studied to see their affect on the future of environmental education in the Greek schooling system.
Positive results were found showing a correlation between education and attitudes towards the environment

9. Effects of Pre- and Post-Trip Activities Associated With a Residential Environmental Education Experience on Student’s Attitudes Toward the Environment
Experiment carried out by N.J. Simth- Sebasto and Lisa Cavern
They wanted to study if a Pre and a Post-trip activity to the NJSOC would instill in the kids what the were taught at the NJSOC

13. The Tragedy of Risk Perception Commons
Research done by Dan M Kahan, Ellen Peters, Donald Braman, Paul Slovic, Maggie Wittlin, Lisa Larrimore
This study was done at Yale University.

14. Public Irrationality Theory (PIT)
Scientific Literacy Theory- Due to poor public comprehension of Science, the general public is unable to understand the risks of climate change
Bounded Rationality Theory- We process our knowledge with rapid visual judgments. In order to see and abstract risk such as climate change we would need to use conscious reflection and calculation.
Cultural Cognition Theory- It is expected as humans, that we form risks based on the values we share with those around us

17. Study of Students at Holy Cross: -Used Fabiana, Megan, and Lyndsay’s survey that was modeled after Yale study -Included a math and science questionnaire, then environmental risk perception questions -41 student’s responded -Analyzed the results by comparing the math and science literacy of the students to their perceived risk perception of environmental issues

18. Risk Perception Questions
Asked students to rate the risk of each issue on a scale of 1-10
Covered 9 different environmental issues:
-Climate Change
-Air Pollution
-Deforestation
-Nuclear Waste Disposal
-Overpopulation
-Water Pollution
-Food Scarcity
-Desertification
-Carcinogens in the Environment

19. Analysis of Results
Make scatter plot with number of correct math and science questions as x-values, risk perception points as y-values
Fit regression line to the data
H0: slope = 0 Ha: slope ≠ 0
Excel generated p-values to see if H0 should be accepted or rejected

20. P-value = 0.04767, reject null hypothesis

21. P-value= .054741, accept null hypothesis

22. P-value= .384475, accept null hypothesis

23. More Results Comparison Regression Line p-values
Accept or Reject Null Hypothesis?
Total Correct Math and Science Questions vs. Total Risk Perception Points
y = x
Reject
Total Correct Math Questions vs. Total Risk Perception Points
y = x
Accept
Total Correct Science Questions vs. Total Risk Perception Points
y = x
Total Correct Math and Science Questions versus Perceived Risk of:
Climate Change
y = x
Air Pollution
y = x
Deforestation
y = x
Nuclear Waste
y = x
Overpopulation
y = x
Water Pollution
y = x
Food Scarcity
y = x
Desertification
y = x
Carcinogens in the Environment
y = x

24. Conclusion Possible sources of error: -very small sample size
In this study, a student’s math and science literacy did cause their risk of environmental issues to increase
Possible sources of error:
-very small sample size
-Many of the students were in the Natural World Cluster, possibly more prone to perceive high risk

25. THE END!