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One of the primary goals of environmental education (EE) is to encourage more environmentally responsible behaviors. Past research has indicated that merely teaching awareness of environmental problems is not sufficient (Kalinowski, 1990-1991). Sia, Hungerford, and Tomera (1985-1986) determined that perceived skill in environmental actions and strategies, knowledge of environmental action strategies, and environmental sensitivity (ES) were the three major predictors of responsible behavior. More attention needs to be paid to ES as environmental educators encourage more responsible citizen behavior.
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Metzger et al. (1999) studied this question.
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