PROCESUL SACHIMBARII EXPERIMENTAT DE ADULTI SI ELEVI IN

CEEA CE PRIVESTE COMPORTAMENTELKE ORIENTATE SPRE CLIMA

Diane Pruneau, Andr Doyon, Joanne Langis, Liette Vasseur,
Gilles Martin, Eileen Ouellet and Gaston Boudreau
Universit de Moncton, Canada
Diane Pruneau, professor, Facult des sciences de lducation, Universit de
Moncton, Canada, Courriel : prunead@umoncton.ca

Abstract
Ca parte din proiectul Ecosaje Circle, profesorii au fost invitai s pun n aplicare
comportamentele ambientale de protejare a echilibrului climatic in vietile lor.
Profesorii si-au creat apoi propriul model educational referitor la schimbarile
climatice, pe care l-au aplicat in propriile lor clase. Cercetatorii au analizat procesul
schimbarii comportamentale a unui numar de 25 de profesori si 75 de elevi care au
participat la activitatile pedagogice realizate de acesti profesori.
As part of the Ecosage Circle project, teachers were invited to experiment with
environmental behaviours that protect the climatic equilibrium in their personal lives.
These teachers then created their own climate change education model, with which
they experimented in their classroom. Researchers analyzed the behavioural change
process of 25 teachers and also of 75 students who participated in the pedagogical
activities planned by these teachers. Thanks to an analysis of teachers and students
work, as well as individual interviews and questionnaires, researchers were able to
describe factors motivating action, factors facilitating and limiting attempts at
behavioural change, and feelings experienced during such attempts. Each teacher and
student adopted one or two new environmental behaviours. Motivational factors
included a profound attachment to the natural environment, a desire to help the Earth,
feelings sparked by affective and cognitive training activities. Among others,
facilitating factors included participation in a changing community (support group),
the simplicity of chosen actions, and encouragement from family members. Limiting
factors included time, the lack of awareness in ones surroundings, forgetfulness, and
fatigue. Feelings experienced were quite positive. The theory put forward by
Prochaska, Norcross and DiClemente (2002) was used to interpret the results and
propose pedagogical interventions in climate change education.
Keywords: Environmental behaviour, environmental education, climate change
education.
Introduction

One of the ultimate goals of environmental education is to encourage the

development of environmentally responsible behaviours (Hewitt, 1997; Hungerford
and Payton, 1976). This adoption of environmental behaviours is very important in
the context of the temperature fluctuations and ecosystemic, social and economic
perturbations that climate change is likely to engender. However, how can we help
citizens change the daily habits that cause the production of greenhouse gases? These
habits, such as intensive use of the automobile, multiplication of packaging, and
unrestrained use of electricity, are well-anchored in the contemporary lifestyle.
Moreover, once citizens have chosen to modify certain habits, how does the process
of behavioural change work? The study presented in this article was not only
interested in the reasons why adults and students decide to commit to climatic
equilibrium protection, but also in the behavioural change process experienced by
these people as they voluntarily attempt to modify their habits.
Context
The Ecosage Circle1 was a climate change education training project aimed at
teachers from all four of Atlantic Canadas provinces and their students. It had the
following objectives:
familiarize teachers with climate change;
incite teachers to experiment with one or more environmental behaviours in their
personal lives, and reflect on the experienced change;
following this reflection, invite teachers to create their own model for climate change
education and experiment with it in the classroom;
provide students with the opportunity to also experiment with environmental
behaviours.
Fifty-two teachers participated in this training and research action project. The
professional training, which lasted six days (three weekends) over the course of the
2002-2003 school year, was offered by environment and environmental education
specialists, and contained two major types of activity. First, knowledge transmission
and construction activities were centred on climate change its nature, signs, causes
and possible local impacts then, experiential and affective activities. In fact,
participants were allowed to experience several activities pertaining to climate change
and environmental education: science experiments, role-playing, value activities,
(solo) outings in nature, etc. Each of these activities was often followed-up with an
exchange between participants and trainers on the subject of the activity as well as on
the possibility of trying it in their classroom.
During the first weekend of training, teachers were invited to take part in The
Ecosage Circle. This Circle consists of a large symbolic group of people from all four
Atlantic Provinces that have decided to act in order to protect the climatic
equilibrium. Teachers who wished to commit to actions to help the environment could
tie a piece of coloured string to a long circular rope. Through this ritual, we wanted to
communicate the message that many people had now begun to act in order to help the
climate. Following the Ecosage Circle ceremony, every teacher chose to experiment
with environmental behaviours in their own lives, such as, for example, reducing their

consumption of electricity and paper towels, reducing the amount of packaging in

their lunchboxes, walking more frequently, etc. (Pruneau, Doyon, Langis, Vasseur,
Ouellet, McLaughlin, Boudreau and Martin, submitted). The 52 teachers then
reflected on their personal process of change and created and experimented with their
own climate change education model, whose goal would be to invite their students to
experiment with environmental behaviours of their own. This process of research
action to find, in collaboration with researchers, means of favouring the adoption of
environmental behaviours in students, allowed for the emergence of a variety of
pedagogical interventions in classrooms ranging from kindergarten to twelfth grade
involved in this project. These multiple pedagogical strategies, well-anchored in the
professional abilities of the Ecosage Circles teachers, resulted in the adoption of
environmental behaviours by numerous students.
In this article, we will briefly present2 the processes of change of both
teachers and students, and will analyze them in light of Prochaska, Norcross and
DiClementes theories (2002). Finally, this analysis will allow us to recommend
pedagogical strategies for climate change education.

Theoretical framework
The factors that influence environmental behaviour
Kollmus and Agyeman (2002) summarize the definition of environmental
behaviour in this manner: a behaviour adopted by an individual who decides
consciously to minimize his or her negative impacts on both natural and constructed
milieus (p. 240). However, this type of behaviour is very difficult to adopt because of
the great complexity inherent in the behavioural change process. In the last few
decades, numerous studies have been conducted looking into the factors that
positively or negatively influence environmental behaviour. Several models have been
proposed in order to identify the various factors of influence and describe their
interrelationships. One of the first suggested models (Ramsey et al., 1982; quoted in
Hungerford and Volk, 1990) was based on the assumption that, if people were well
informed, they would become more aware of environmental problems and
consequently, more motivated to act in an environmentally responsible manner. This
linear model was neither recognized nor supported for long, however.
Factors other than environmental knowledge were progressively evoked to
explain the behavioural change of individuals in the environmental field. Hwang, Kim
and Jeng (2000) classify these factors into three categories: cognitive, affective, and
situational. Cognitive factors correspond to an individuals degree of awareness and
knowledge of the environment and major ecological concepts, including the
individuals own abilities and knowledge of action strategies. Affective factors mostly
concern emotions and feelings associated with environmental issues and ecological
phenomena. Situational factors are linked to an individuals (or groups) situation and
can have a reinforcing or inhibiting contribution on cognitive and affective factors.
Cognitive factors

Hungerford and Volk (1990) ascribe a direct influence to environmental

knowledge on the adoption of environmentally responsible behaviour. They estimate
that a person will be more susceptible of initiating an action if he or she is familiar
with the problem and its causes, and if he or she knows how to go about resolving the
problem. Fietkau and Kessel (1981, quoted in Kollmuss and Agyeman, 2002), for
their part, consider that knowledge exerts an indirect influence on action, through the
prior modification of attitudes and values. However, Monroe (1993) and Hwang, Kim
and Jeng (2000) estimate that knowledge, despite its importance, does not guarantee
an individuals adoption of environmental behaviour because another variable must be
taken into account: the intention to act. In fact, as long as the individual has not
chosen to get directly involved, his or her behaviour will not change. Similarly,
Kempton, Boster and Hartley (1995) have identified a low level of environmental
knowledge in people substantially involved in environmental action, leading to the
conclusion that knowledge itself wasnt a prerequisite to environmental action. In the
same way, Grob (1991, quoted in Kollmuss and Agyeman, 2002) and Jensen (2002)
believe that intellectual and traditional information on environmental problems is not
sufficient stimulation for behavioural change. Jensen proposes that knowledge should
be more often constructed by learners and centred on action: knowledge of nature and
the problems causes, but also on means of action and the capacity to construct visions
and dreams of a better world.
Affective factors
Various attitudes have been identified in the affective factor category:
perceived ease of the task to be accomplished (Pruneau, Chouinard, Musafiri and
IsaBelle, 2000; Diekman and Preisendoerfer, 1992, quoted in Kollmuss and Agyeman,
2002), an important feeling of personal responsibility (Hines, Hungerford and
Tomera, 1986-1987; and Ajzen and Fishbein, 1980), and personal rewards expected of
an action: financial savings, better health, etc. (Fietkau and Kessell, 1981, quoted in
Kollmuss and Agyeman, 2002; Maiteny, 2002). Researchers also evoke other affective
factors: an altruistic attitude (Borden and Francis, 1978), habitual involvement in
community action (Pruneau, Chouinard, Musafiri and IsaBelle, 2002), daily routines
that conserve water or energy (Stern, 2000), a personal attachment to natural and
constructed milieus (Chawla, 1999; Tanner, 1980; Pruneau, Chouinard, Arsenault and
Breau, 1999), individual priorities reconcilable with environmental action (like the
desire to insure a certain quality of life for ones family) (Stern, Dietz and Karlof,
1992) and the intensity of emotional reactions to environmental problems (Grob,
1995, quoted in Kollmuss and Agyeman, 2002).
The locus of control is defined as an individuals belief in his or her own
capacity to improve a situation through action (Hines, Hungerford and Tomera, 19861987), and is another factor that strongly influences the intention to act. That intention
is manifested at the moment when a person publicly declares out loud that he or she
will accomplish an action, and conjugated with an individuals knowledge and
abilities, would lead him or her to the development of environmental behaviour.
Situational factors

Among the situational factors, other that gender, education level, political context and
services offered to ease the accomplishment of tasks, there are social norms. Ajzen
and Fishbein (1980) thus contend that an individual will adopt behaviour if he or she
feels that others around him or her attribute value to that behaviour. The individual
will then expect positive feedback in his milieu following the behaviours adoption
(Fietkau and Kessel, 1981, quoted in Kollmuss and Agyeman, 2002). Cultural context
will also have an impact on environmental behaviours. By cultural context, we mean
to include cultural traditions (such as religions) and family habits (Rajecki, 1982,
quoted in Kollmuss and Agyeman, 2002). Finally, the desire for environmental action
can be provoked by direct and emotional contact with the environmental problem
(Preuss, 1991, quoted in Kollmuss and Agyeman, 2002) and encouraged by prior
successful environmental actions (Hungerford and Volk, 1990; Pruneau, Chouinard,
Arsenault and Breau, 1999).
Negative factors of influence on environmental behaviour
The obstacles mentioned by researchers, those that impair the adoption of
environmental behaviours, include the lack of facilities in the community to
accomplish an action, and the social pressures exerted by a milieu that does not
conserve resources (Maiteny, 2002). Blake (1999) also mentions not having enough
time, money or information.

Research method
As previously mentioned, the 52 teachers participating in the professional
development sessions decided on their own to experiment with one or two new
environmental behaviours. To understand the process of change experienced by the
teachers, 25 of them were chosen at random and individually interviewed two months
after the start of the trial period. Open questions were aimed at making them recount
their personal experience during the attempt at change. We wanted to understand what
happens when people attempt to modify their environment-related behaviours. Here
are examples of the questions asked:
Tell us about your experience when you tried a new behaviour.
What difficulties did you encounter?
What helped you persevere in the undertaken change?
What feelings did you experience?
As for the students, 75 participants aged 9 to 17 were selected from five different
classrooms, in geographical proximity to our university. We chose the students from
those groups for two main reasons: first, because we wanted different age groups and
different school levels; and secondly, because the teachers of those five classrooms
had executed pedagogical strategies representative of the entirety of categories

selected by the participating teachers. The pedagogical strategies selected by the five
teachers could, in fact, be categorized in the following manner:
cognitive activities (examples: Internet research on climate change, comic book about
an environmental problem),
science-related experiments (example: experiment to demonstrate the effects of
various water temperatures on the blooming of flowers),
affective activities (examples: moment of solitude in nature, narration of ecological
stories),
project pedagogy (example: writing and presentation of a play about the
environment),
reflective and ethical activities (example: keeping a reflective journal to describe
ones process of change),
future education (example: forecast of climate changes local impacts).
The 75 students too were interrogated two months after the start of their new
behaviours trial period. The students filled out questionnaires and some participated
in individual interviews. Both questionnaires and interviews used the same questions
the teachers had been asked. Similarly, students were invited to talk about their
experiences in an essay where they presented themselves as heroes that, during an
adventure, encounter various elements, either helpful or limiting. Finally, teachers
were also asked to write down their thoughts on their students process of change.
The teachers process of change was analyzed, in two ways, by three judges: content
analysis of individual interviews (thanks to emerging categories) and the composition
of tales of individual change for each of the 25 teachers (Stiles, 1993). For the
students, three judges made a content analysis (again with the help of emerging
categories), and stories were also written based on the students essays and answers in
both interviews and questionnaires. Teachers comments on their students processes
of change were synthesized to keep only their principal ideas.

Results 2
Environmental behaviours experienced
All 25 teachers succeeded in integrating one or two environmental behaviours into
their lives, among the following: reduction in the consumption of electricity, water,
paper towels, and over-packaged products, and more frequent walking. Most of them
succeeded in maintaining their chosen environmental behaviours. However, some
modified their initial choice because it had been too ambitious or because certain
behaviours proved too difficult for them personally. For example, one participant had
chosen to turn off the water while soaping up in the shower. He found the new
behaviour unpleasant and decided to turn off the water while doing the dishes instead.

Teachers also shared that their successes with a first behaviour encouraged them to
attempt others.
For the 75 students, the degree of success for simple new behaviours was excellent
with several, and moderate with some. They recycled, reduced their consumption of
water and electricity, or took fewer car rides. They also accomplished group actions
with their class: picking up litter in the natural milieu, organisation of a recycling
system for the school, and the composition and presentation of environmental songs
and plays. Most students were quite convinced and demonstrated enthusiastic
involvement, but a few admitted to having taken the action to please their teacher.
Factors motivating action
Teachers confided that their adoption of environmental behaviours was motivated by
the construction and reception of information on climate change, the solo moment in
nature, a reflective activity on their values, and the discussions they had during
training sessions.
Students said they acted because of a great preoccupation for the future of the planet,
and to save animals and plants. They also described being motivated by the solo
moment in nature and other affective activities, like the composition and presentation
of songs and plays. Foreseen consequences for climate change were evoked as a
present, but less important, motivational factor.
Facilitating and limiting factors
The factors facilitating the adoption of new environmental behaviours during their
trial period are similar for both teachers and students. The presence of a support group
(that we have dubbed changing community) is the predominant factor. Indeed,
teachers and students alike confided that regularly discussing their attempts at
environmental behaviour with the group had encouraged their continued efforts. They
enjoyed recounting their attempts, listening to others difficulties, and finding
solutions to these difficulties together. They also felt encouraged by the most
enthusiastic participants. Similarly, the presence of this changing community
reinforced in them the idea that individual behaviours can make a difference, even if
the actions taken are minimal. Other facilitating factors evoked were the simplicity of
chosen actions, tricks to help them remember to take their actions, help from family
members, and the commitment made to the group.
For both teachers and students, factors limiting action during the trial period included
the lack of awareness about environmental issues in their family and surroundings,
forgetfulness, fatigue, time, and the difficulty of explaining to others why a change
has been made.

Feelings experienced
Participants experienced very positive feelings during their trial periods: joy, pride,
the relief associated with being able to make a difference, and the impression of being
heroes, or at least, more aware than the majority. However, some students felt
discouraged when they failed to convince their close ones to undertake the action with
them or when they were laughed at.
Interpretation of results
To analyze the results presented in this article in more depth, we will use the
Prochaska, Norcross and DiClementes theory (2002) on behavioural change. These
authors have identified six stages in individuals process of change after having
questioned thousands of people that had succeeded in changing their behaviours
pertaining to physical activity, emotional distress, or dependence on alcohol, drugs or
tobacco. They noticed that the best changers went through (in a non-linear fashion)
the following six stages:
precontemplation: Individuals are more or less aware of the problems presence. They
resist change in various ways. They avoid discussing the problem and getting
information on it. They blame their difficulties on others, minimize the situation and
find excuses.
contemplation : Contemplators start to think about solving their problems and intend
to act soon. This desire to act manifests itself at the same time as several resistance
factors. They want to make sure that the new behaviour will succeed. They wait for
the magic moment to act. They say: I wish that
preparation: At this stage, individuals are getting ready to act next month. They
continue to evaluate themselves and the problem. They think about the future and
about what they will become once the problem is solved. They take the time to choose
the best actions to solve the problem.
action: Individuals here take action. During their attempts, they encounter various
difficulties, and they go back and forth between action and a return to former
behaviours.
maintenance: Individuals now maintain their new behaviours. Certain elements will
hamper that maintenance: social pressures, interior challenges and special
circumstances. Social pressures come from those who do not exhibit the desired
behaviour. Interior challenges are provoked by personal goals set too high. Special
circumstances are strong temptations to revert to former behaviours. Forgetting the
negative consequences of former behaviours can also hamper maintenance.
termination: Individuals have changed for good.
In their various research projects, Prochaska, Norcross and DiClemente (2002) also
noted that through the six stages of the process, individuals used several processes to
help themselves change:

consciousness-raising: this process consists in discovering oneself (ones own

thoughts and feelings). The information gathered in books or elsewhere heightens
awareness;
social liberation: motivation to change stemming from the milieu. Examples: smoking
interdictions in public places, dietary menus in restaurants. Support groups are also
part of this process;
emotional arousal: a sudden and very strong emotion in reaction to the problem;
self-reevaluation: the individual thinks about when and how the problem comes into
conflict with his or her personal values. He or she realizes that life would be better for
him or her, or for others around him or her, without the offending behaviour. Positive
and negative aspects of various behaviours are evaluated;
commitment: the individual commits to change and announces it to others. The public
announcement favours action more than personal commitment does;
countering: the individual does some other positive thing to avoid the problem
behaviour (asking another person to spend time with him or her);
environmental control: the individual avoids situations that make him or her behave in
an undesirable fashion;
reward: the individual rewards himself or herself for his or her change in behaviour;
helping relationships: friends or specialists help the individual.

The pedagogical strategies employed in The Ecosage Circle project, with both
students and teachers, thus seems to relate to the processes of change described by
Prochaska, Norcross and DiClemente (2002). In fact, several affective strategies used,
such as the solo in nature, onsite observation of impacts on climate change, and the
Ecosage Circle, were able to provoke the emotional arousal and consciousness-raising
processes. These activities seemed to create, in participants, an interest in the natural
milieu and a relationship with that milieu, all the while developing a preoccupation
with the impacts of climatic change. The information constructed by participants
about climate change and its local impacts, as well as the attempts at environmental
behaviours experienced, seemed to favour awareness in many areas: climate change is
really starting to occur, small actions arent really that difficult to undertake, other
people are getting involved The process of social liberation, for its part, was
favoured by the setting up of support groups, or changing communities, in which
people share their preoccupations for the environments future, their desire to change
and help each other do so, their obstacles, solutions, and positive feelings during their
attempts. This sharing, while reinforcing emotional arousal and consciousness-raising,
created social norms favourable to environmental actions. Similarly, self-reevaluation
was realized through activities on the values experienced by our participants, and
commitment was accomplished thanks to expressing intentions of acting in the
Ecosage Circle. Colleagues (teachers), students or family members supplied helping
relationships by taking the time to encourage environmental behaviours through
congratulations or example.
The use of the various processes described by Prochaska, Norcross and DiClemente
(2002) facilitated our participants passage from the stage of precontemplation to that

of contemplation, preparation or action. Similarly, and especially in the teachers case,

success of a first action encouraged the passage to other actions, thus restarting the
process of change through its various stages.
What can we conclude from the present research? It would seem that it is possible
today to help people adopt one or two new, simple, self-chosen behaviours in a
climate change education context. Simple behaviours, such as shutting off lights,
reducing the use of paper towels, and planning a better lunchbox seem easy as long as
people are willing.
Given the process of changes complexity, transmission of information on climate
change alone, during accompaniment of the subject in change, can prove to be
inefficient. It seems appropriate to foresee an emotional arousal about climate change
and the environment in general. In fact, the first reason to act evoked by teachers and
students was not worry about the impacts of climate change, but rather a profound or
renewed attachment to nature and a sincere preoccupation for the general state of the
environment. It also seems important, to raise consciousness, to intellectually involve
participants, along with the scientific community, in the creation of local knowledge
on climate change. What is going on in my own region? What could happen in my
daily life? What can we do? What solutions would work here? A self-reevaluation of
one in his or her environment would be desirable: What does the environment provide
me with? What do I provide the environment? Similarly, social liberation by the
creation of social norms favourable to environmental action in changing communities
appears to hold promise. Finally, the establishment of helping relationships by asking
friends or family members, or even co-workers, to associate in pairs or trios to
mutually remind one another to act, could produce excellent results.
Some pedagogical strategies could thus prove to be quite promising in facilitating
environmental action in climate change education:
experiential learning (Pruneau and Lapointe, 2002): experience significant moments
in the natural milieu, observe environmental problems first hand, experiment
environmental behaviours and reflect on these various types of experience;
project pedagogy: in the classroom/group, select, plan and realize individual and
collective projects to help the climate;
reflective and ethical pedagogy: reflect (alone or in a group) on ones environmental
actions and on the difficulties associated with the process of change;
the community approach (to learning or change): as a group, learn and understand
climate change. Experiment with new behaviours: monitoring of progress, discussion
and mutual support;

future education (Hicks, 1996): understand that climate change will have
consequences in ones own life, predict its impacts on local ecosystems, make choices
for the future, and act in order to build a better future.
What is certain is that the process of behavioural change in the environmental field is
a complex, long-term one. It is up to every individual to decide what he or she wants
to change, and at what pace. We can only accompany individuals toward this
environmental maturity, which requires radical changes in their values and personal
lifestyles. A more global environmental education in which all available affective,
ethical and cognitive strategies in this field are put to good use, is more susceptible of
encouraging individuals behavioural evolution, than would a simple transmission of
information on climate change.

Notes

In the Ecosage Circle project, the term sage designates any person concerned with the
environment who chooses to adopt new behaviours to preserve the environment and
reduce the effects of climate change. For us, the ecosage is a hero and the adoption of
new behaviours an adventure, the heros adventure. This project was made possible by
grants from the Climate Change Action Fund (Environment Canada), and the New
Brunswick Environmental Trust Fund. To learn more about the Ecosage Circle
project, visit the following website: www.umoncton.ca/ecosage
Participating teachers and students processes of change were described in more detail
in two distinct articles:
Pruneau, D., Doyon, A., Langis, J., Vasseur, L., Ouellet, E., McLaughlin, E.,
Boudreau, G. & Martin, G. (submitted). The description of teachers process of
change, having voluntarily chosen to experience pro-environmental behaviours. The
Journal of Environmental Education.
Pruneau, D., Doyon, A., Langis, J., Vasseur, L., Ouellet, E., Martin, G., McLaughlin,
E. & Boudreau, G. (submitted). When students integrate environmental behaviours
into their daily life. In L. Filho (ed.) Handbook of sustainability research.

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