Perspectives on Environmental Action: Reflection and Revision Through Practical Experience

Abstract Environmental participation was examined within the context of a nonformal, field program for two small groups of high school students. A model of positive environmental action was developed and revised. An examination of the model reveals that positive environmental action cannot be explained easily by a focus on predictors of individual behaviors nor the manipulation of these behaviors. The results indicate that the relationships between learning and environmental action are interactive, dynamic, and greatly influenced by the participants and the social situations within which they operate.