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dc.contributor.authorBaldwin, C.en
dc.contributor.authorBecken, Susanneen
dc.contributor.authorAllen, W.en
dc.date.accessioned2008-12-01T02:56:38Z
dc.date.issued2008-11en
dc.identifier.issn1172-0859en
dc.identifier.urihttps://hdl.handle.net/10182/673
dc.description.abstractEcological footprint calculators are an effective communication and educational tool to measure the impact of humanity on our planet (Barrett et al., 2004). This project’s aim was to design and then trial a footprint tool for children using a format that was engaging, purposeful and childspecific. A further objective was to test whether, through specific information and dialogue, pupils could then modify their own behaviour to reduce their footprint through action strategies in a collaborative environment. The method used involved scoping a group of three children to develop specific parameters and then trialling the footprint tool’s design and programme in four Canterbury schools. The results suggest that footprint tools can be effective in changing behaviour. The developmental process was critical to encourage planning, actions and reflection in a supportive setting (Allen et al., 2002; Bosch et al., 2007; Whitehead & McNiff, 2006). We further posit that the process used to motivate environmental behaviour change could be used effectively in other educational programmes in either schools or the wider community. It was not just the footprint tool used in isolation that effected behaviour change in over 70 percent of pupils; rather the tool was seen as a catalyst within this environmental education programme (Law, 2004; Ministry of Education, 2007). It was the process used to engage pupils – enhance their values for a sustainable future in a supportive landscape – that facilitated effective teaching and also learning processes in young people. This project uses the process of Action Research to trial a purpose-designed footprint tool on children to help them reduce their impact on the environment. The institutions involved in this project were: The Royal Society of New Zealand, Lincoln University, and Landcare Research. The Canterbury schools participating were: Lincoln High School, Christchurch South Intermediate School, Addington School, and Beckenham School.en
dc.format.extent1-71en
dc.language.isoenen
dc.publisherLincoln University. Environment Society and Design Divisionen
dc.relationThe original publication is available from - Lincoln University. Environment Society and Design Division - http://hdl.handle.net/10182/673en
dc.relation.ispartofseriesLand Environment & People Research Reporten
dc.rights©LEaP, Lincoln University, New Zealand 2008 This information may be copied or reproduced electronically and distributed to others without restriction, provided LEaP, Lincoln University is acknowledged as the source of information. Under no circumstances may a charge be made for this information without the express permission of LEaP, Lincoln University, New Zealand.en
dc.subjectcarbon footprinten
dc.subjectenergy useen
dc.subjectenergy consumptionen
dc.subjectwasteen
dc.subjectCanterbury schoolsen
dc.subjectecological footprinten
dc.subjectchildrenen
dc.subjectsurveysen
dc.subjecteducational toolen
dc.subjecthuman ecologyen
dc.subjectenvironmental impacten
dc.titleHey! What's your footprint?en
dc.typeMonograph
dc.subject.marsdenFields of Research::370000 Studies in Human Society::370100 Sociology::370109 Environmental Sociologyen
dc.subject.marsdenFields of Research::300000 Agricultural, Veterinary and Environmental Sciences::300800 Environmental Science::300804 Environmental impact assessmenten
lu.contributor.unitLincoln Universityen
lu.contributor.unitFaculty of Environment, Society and Designen
lu.contributor.unitDepartment of Tourism, Sport and Societyen
dc.subject.anzsrc0502 Environmental Science and Managementen
pubs.editionNo. 5en
pubs.organisational-group/LU
pubs.organisational-group/LU/Faculty of Environment, Society and Design
pubs.organisational-group/LU/Faculty of Environment, Society and Design/DTSS
pubs.publication-statusPublisheden
pubs.publisher-urlhttp://hdl.handle.net/10182/673en
dc.publisher.placeLincoln, Canterburyen


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