How Environmental Attitudes Interact with Cognitive Learning in a Science Lesson Module

As cognitive knowledge plays a major role in supporting proenvironmental behavior, identification of individual aspects related to knowledge acquisition is essential. Our study monitored knowledge levels before and after a science-based lesson set in relation to self-reported behavior and attitudinal preferences (attitudes towards environmental Preservation and Utilization) of 190 students (Mage ± SD: 15.96 ± 0.55; 51.1% female). A knowledge questionnaire was completed once before and twice after participation. Additionally, (i) the 2-MEV (two Major Environmental Values) and (ii) the GEB (General Ecological Behavior) were applied. Girls showed higher Preservation but lower Utilization attitudes than boys did. Learning success was positively related to Preservation preferences (for girls) as well as to behavior-based scores (for girls and boys). For boys, high preferences in Utilization were negatively correlated with learning achievement.