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- All Subjects: Sustainability
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Description
For some time it has been recognized amongst researchers that individual and collective change should be the goal in educating for sustainability, unfortunately education has generally been ineffective in developing pro-environmental behaviors among students. Still, many scholars and practitioners are counting on education to lead us towards sustainability but suggest that in order to do so we must transition away from current information-intensive education methods. In order to develop and test novel sustainability education techniques, this research integrates pedagogical methods with psychological knowledge to target well-established sustainable behaviors. Through integrating education, behavior change, and sustainability research, I aim to answer: How can we motivate sustainable behavioral change through education programs? More specifically: How do diverse knowledge domains (declarative, procedural, effectiveness, and social) influence sustainable behaviors, both in general as well as before and after a sustainability education program? And: What are barriers hindering education approaches to changing behaviors? In answering these questions, this research involved three distinct stages: (1) Developing a theoretical framework for educating for sustainability and transformative change; (2) Implementing a food and waste focused sustainability educational program with K-12 students and teachers while intensively assessing participants' change over the course of one year; (3) Developing and implementing an extensive survey that examines the quantitative relationships between diverse domains of knowledge and behavior among a large sample of K-12 educators. The results from the education program demonstrated that significant changes in knowledge and behaviors were achieved but social knowledge in terms of food was more resistant to change as compared to that of waste. The survey results demonstrated that K-12 educators have high levels of declarative (factual or technical) knowledge regarding anthropocentric impacts on the environment; however, declarative knowledge does not predict their participation in sustainable behaviors. Rather, procedural and social knowledge significantly influence participation in sustainable food behaviors, where as procedural, effectiveness, and social knowledge impact participation in sustainable waste behaviors. Overall, the findings from this research imply that in order to effectively educate for sustainability, we must move away from nature-centric approaches that focus on declarative knowledge and embrace different domains of knowledge (procedural, effectiveness, and social) that emphasis the social implications of change.
ContributorsRedman, Erin (Author) / Larson, Kelli (Thesis advisor) / Eakin, Hallie (Committee member) / Spielmann, Katherine (Committee member) / Arizona State University (Publisher)
Created2013
Description
In this project, I investigated the ecosystem services, or lack thereof, that landscape designs created in terms of microclimate modification at 11 residential homes throughout the Phoenix Metro Area. I also created an article for the homeowners who participated, explaining what I did and how they could apply my research. My research question was how a person can achieve a comfortable outdoor climate in their yard without over-using scarce water resources. I hypothesized that there would be a negative correlation between the maximum air temperature and the percent shade in each yard, regardless of the percent grass. I analyzed the data I collected using the program, R, and discovered that my hypothesis was supported for the month of July. These results are in line with previous studies on the subject and can help homeowners make informed decisions about the effects their landscaping choices might have.
ContributorsBarton, Erin Michaela (Author) / Hall, Sharon (Thesis director) / Ruddell, Benjamin (Committee member) / Spielmann, Katherine (Committee member) / Barrett, The Honors College (Contributor) / School of Sustainability (Contributor)
Created2014-05
Description
This dissertation explores how practices and interactions of actors at different scales structure social networks and lead to the emergence of social complexity in middle range societies. To investigate this process, I apply a complex adaptive systems approach and a methodology that combines network science with analytical tools from economics to the three sub-periods of the Prehistoric Bronze Age (The Philia Phase, PreBA 1 and PreBA 2) on Cyprus, a transformational period marked by social and economic changes evident in the material record. Using proxy data representative of three kinds of social interactions or facets of social complexity, the control of labor, participation in trade networks, and access to resources, at three scales, the community, region and whole island, my analysis demonstrates the variability in and non-linear trajectory for the emergence of social complexity in middle range society. The results of this research indicate that complexity emerges at different scales, and times in different places, and only in some facets of complexity. Cycles of emergence are apparent within the sub-periods of the PreBA, but a linear trajectory of increasing social complexity is not evident through the period. Further, this research challenges the long-held notion that Cyprus' involvement in the international metal trade lead to the emergence of complexity. Instead, I argue based on the results presented here, that the emergence of complexity is heavily influenced by endogenous processes, particularly the social interactions that limited participation in an on-island exchange system that flourished on the island during the Philia Phase, disintegrated along the North Coast during the PreBA 1 and was rebuilt across the island by the end of the period. Thus, the variation seen in the emergence of social complexity on Cyprus during the PreBA occurred as the result of a bottom-up process in which the complex and unequal interactions and relationships between social actors structured and restructured social networks across scales differently over time and space. These results speak more broadly about the variability of middle range societies and the varying conditions under which social complexity can emerge and add to our understanding of this phenomenon.
ContributorsSwantek, Laura Anne (Author) / Barton, C. Michael (Thesis advisor) / Spielmann, Katherine (Committee member) / Serwint, Nancy (Committee member) / Arizona State University (Publisher)
Created2017