From: Green building literacy: a framework for advancing green building education
Dimension | Description | |
---|---|---|
Green building knowledge and skills | Factual knowledge | Knowledge of the various components of green building design (e.g., wind turbines, recycled content materials, or dual-flush toilets) |
Conceptual knowledge | Knowledge of the relationships between elements within green buildings (e.g., how operating windows affects cooling systems) and between buildings and other built and natural systems (e.g., the dangers of glass facades for birds) | |
Procedural knowledge (skills) | Skills such as making design choices (e.g., picking eco-friendly furniture), analyzing the performance of the design (e.g., monitoring solar panels), or properly operating green buildings (e.g., knowing how to operate the window shades to reduce solar gain in the afternoon sun) | |
Affective dispositions and green buildings | Dispositions that contribute to green building practices | Baseline attitudes and values that may impact the acquisition of green building knowledge and the adoption of green building behaviors (e.g., environmental sensitivity, personal responsibility, self-efficacy, locus of control, behavioral willingness) |
Dispositions that result from green building practices | Attitudes and values that may result from sustained engagement with a green building (e.g., environmental sensitivity and place attachment) | |
Behaviors and green buildings | Advancing green building practices | Seeking knowledge about or advocating for green building practices individually or collectively and at various levels (personal, family, community, governmental, etc.) (e.g., researching green buildings, encouraging parents to experiment at home with green building features, or working with peers to contact policy makers) |
Behaviors within green buildings | Participating in environmentally responsible behaviors in and around green buildings (e.g., recycling, taking the stairs instead of the elevator, or turning off lights) |