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Swedish Upper Secondary School Students' Conceptions of Negative Environmental Impact and Pricing
Stockholm University, Faculty of Social Sciences, Department of Education. Uppsala University, Sweden.ORCID iD: 0000-0001-6350-7763
Stockholm University, Faculty of Social Sciences, Centre for Teaching and Learning in the Social Sciences (CeSam). Stockholm University, Faculty of Science, Stockholm Resilience Centre.
2013 (English)In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 5, no 3, 982-996 p.Article in journal (Refereed) Published
Abstract [en]

This study explores relationships between upper secondary school students. understanding of prices and environmental impacts. The study uses responses from 110 students to problems in which they were asked to explain differences in prices and also to express and justify opinions on what should be the difference in prices. Very few students expressed an environmental dimension in their understanding of price. A few students suggested that environmental impact influenced price by raising demand for Environmentally friendly products. A few students suggested that, environmentally friendly products. had higher prices because they were more costly to produce. We found no examples of students combining both lines of explanation. However, nearly half of the students believed that prices should reflect environmental effects, and this reasoning was divided between cases where the point was justified by a broad environmental motivation and cases where the point was justified in relation to incentives-to get consumers to act in a more environmentally friendly way.

Place, publisher, year, edition, pages
2013. Vol. 5, no 3, 982-996 p.
Keyword [en]
externalities, conceptions of price, conceptions of human and physical environment interactions
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-95096DOI: 10.3390/su5030982ISI: 000324047700009OAI: oai:DiVA.org:su-95096DiVA: diva2:658556
Funder
Swedish Research Council
Note

AuthorCount:3;

Available from: 2013-10-22 Created: 2013-10-21 Last updated: 2017-10-16Bibliographically approved
In thesis
1. Exploring changes of conceptions, values and beliefs concerning the environment: A longitudinal study of upper secondary school students in business and economics education
Open this publication in new window or tab >>Exploring changes of conceptions, values and beliefs concerning the environment: A longitudinal study of upper secondary school students in business and economics education
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis examines students’ understanding of economic aspects of global environmental problems. The first aim is to identify and characterise changes in business and economics students’ conceptions of negative environmental effects and pricing goods and services. The second aim is to identify and characterise changes in students’ values, beliefs and personal norms regarding effective solutions to climate change problems. Three studies were carried out with students in Swedish upper secondary schools. The first study used an open-ended questionnaire and is presented in Article I. The second and third studies drew on a longitudinal study, using both qualitative and quantitative research methods and results are presented in Article II and Article III.

Article I shows that students’ awareness of environmental issues varies in relation to the type of good. Some goods are seen as more harmful to nature than others, for example, jeans were not perceived as environmentally negative while beef burgers and travel services were to some extent. This indicates that environmental references are often characterised through perceptible aspects of goods’ production i.e. being more expensive because of environmentally friendly production. Furthermore, some understanding of negative externalities was revealed. Interestingly, when value aspects of how prices should be set students more frequently refer to environmental impact.

Article II describes changes in students’ price and environmental conceptions over the course of a year. It identifies the fragmentary nature of students’ every-day thinking in relation to productivity, consumer preference and negative externalities. Differences in conceptions of how prices are linked to negative impact is characterised in terms of basic, partial and complex understandings of productivity as well as basic and partial understandings of consumers’ influences. Partial conceptions are seen as students’ conceptions in a process of change towards a more scientific understanding of price and negative environmental impact. Most interestingly, the results show that more than one aspect of environmental impact and pricing are simultaneously relevant. This is highlighted by a change from views putting productivity at the centre for how prices are set to include consumers’ preferences when judgmentally describing how prices should be set. The results conclude that students show a broader content knowledge regarding pricing and the environment when including normative preferences.

Article III explores changes in students’ value orientations, beliefs regarding efficient solutions to climate change and norms for pro-environmental actions. Small changes are observed regarding the three constructs. Value changes are reported in terms of a small average increase in importance of altruistic, biospheric and egoistic orientations while common individual changes are shown in shifts between weak and strong values. Beliefs regarding efficient climate change solutions are taxes and legislations while changes in market prices are perceived as being least effective. The findings show no direct relations between values and norms hence change in norms is associated with values through changes in beliefs.

Place, publisher, year, edition, pages
Stockholm: Department of Education, Stockholm University, 2017
Series
Doktorsavhandlingar från Institutionen för pedagogik och didaktik, 55
Keyword
environment, sustainability, interdisciplinary, longitudinal study, conceptual change, prices, externalities, values-beliefs-norms, climate change solutions, upper secondary school students, business and economics education
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:su:diva-147639 (URN)978-91-7797-018-7 (ISBN)978-91-7797-019-4 (ISBN)
Public defence
2017-12-01, Nordenskiöldsalen, Geovetenskapens hus, Svante Arrhenius väg 12, Stockholm, 10:00 (English)
Opponent
Supervisors
Funder
Swedish Research Council, 2007-08877
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Manuscript.

Available from: 2017-11-08 Created: 2017-10-16 Last updated: 2017-11-08Bibliographically approved

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