The Effects of issue Investigation and Action Training on Eighth-Grade Students' Environmental Behavior

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Abstract
This article reports the instructional effects of a formal environmental education methodology, issue investigation and action training (IIAT), on eighth-grade students and follows a similar study of seventh-grade students. The author focuses on whether IIAT can improve responsible environmental behavior in middle school students and whether variables associated with responsible adult environmental behavior will be concomitantly enhanced. The findings indicate that both effects are possible.