Home Institution
University of Puget Sound
Publication Date
Spring 2024
Abstract
This paper explores the integration of principles of developmental psychology within the context of environmental education in Portugal to promote pro-environmental behavior, and specifically energy literacy energy conservation behaviors in primary school students. A review of current literature on the state of environmental education approaches in Portugal exhibits a significant lack of structure and direction for educators to teach students relevant topics in sustainability. Using a meta-theory of behavioral change, the present work connects the elements of the COM-B model of behavioral change to relevant aspects of middle childhood cognitive development using principles of two major theories of developmental psychology. As children today are certainly developing into the change-makers of tomorrow, middle childhood presents a critical and influential time of learning. By placing the present work in the context of existing curricula covering topics in environmental education for primary school, topics on energy and energy conservation are limited. The findings of the thematic literature review in conjunction with an interview with a current primary school educator in Lisbon, Portugal support the creation of an updated version of the COM-B model of behavioral change. The updated model, drawing from the findings of the present work, aligns elements from themes identified in the literature review with ideas from two developmental psychology theories to create suggestions and recommendations for teaching and implementing energy-specific curricula. While the present work merely touches on all that can be explored and assessed within the parallels drawn between these two disciplines, it begins an important conversation on the relevancy and need for curricular modifications in environmental education on energy.
Disciplines
Child Psychology | Climate | Educational Psychology | Elementary Education | Environmental Education | Sustainability
Recommended Citation
Hanson, Ellie, "Empowering Environmental Education in Portuguese Primary Schools: Energy Focused Curriculum Recommendations and Behavioral Change Framework Guided by Principles of Developmental Psychology" (2024). Independent Study Project (ISP) Collection. 3770.
https://digitalcollections.sit.edu/isp_collection/3770
Included in
Child Psychology Commons, Climate Commons, Educational Psychology Commons, Elementary Education Commons, Environmental Education Commons, Sustainability Commons
Program Name
Portugal: Sustainability and Environmental Justice