APPENDIX C: 

Investigating and Evaluating Environmental Issues and 

Actions Resources (IEEIA)

Issue Analysis: Definition of Terms

Environmental Beliefs and Values: Where Do You Stand –

Belief Statements

Environmental Issues Value Descriptors

What Are the Values?

Stakeholders, Beliefs, and Values Chart 

Rules for Writing Research Questions for Environmental Issue

Investigations and Associated Variables

This Appendix contains contents of the Investigating and Evaluating Environmental Issues and 

Actions Model by Hungerford et al. Copyright © 2003, Stipes Publishing L.L.C. Permission to use 

this material is granted to NOAA’s Oysters in the Chesapeake Bay Project, and is intended to be 

reprinted for classroom use. Permission for other uses must be obtained from Stipes 

Publishing, L.L.C.
Investigating and Evaluating Environmental Issues and Actions

ISSUE ANALYSIS: DEFINITION OF TERMS

Event: A natural or man-made occurrence or happening. 

Problem: An interaction between humans and the environment, which threatens 

or puts at risk something of value to humans. 

Issue: An environmental problem about which individuals and/or groups disagree. 

The disagreement may be over how the problem is to be solved... or it may be 

over whether or not the problem is, in fact, a problem. People disagree because 

of differing beliefs and values. 

Players/Stakeholders: Those individuals, groups, organizations, and/or 

institutions, which have a role in the problem or its solution. 

Positions: The “stands” of the respective players concerning a problem or its 

solution; what the different players think should be done to resolve the issue. 

Beliefs: Those ideas, whether they are true or untrue, held by the players 

concerning the issue or its components. 

Values: Guides which tend to direct human behavior and which tend to reflect 

the relative importance of beliefs in a given situation; the worth a person (or 

group) places on something. 

Alternative Solutions: The various strategies which are available to individuals or 

groups in the resolution of an issue. Solutions are typically chosen in accordance 

with a particular set of beliefs and values. 

Reprinted from pp. 15-18 in Hungerford et al., Investigating and Evaluating Environmental 

Issues and Actions. Copyright © 2003, Stipes Publishing L.L.C. Permission to use this material is 

granted to NOAA’s Oysters in the Chesapeake Bay Project, and is intended to be reprinted for 

classroom use. Permission for other uses must be obtained from Stipes Publishing, L.L.C.
Investigating and Evaluating Environmental Issues and Actions

ENVIRONMENTAL BELIEFS AND VALUES

Where Do You Stand?

Directions: Circle the response that best reflects how you feel about each belief

statement.

1. The killing of deer by hunters plays an important part in keeping deer herds healthy.

Strongly Disagree Disagree Neutral Agree Strongly Agree

2. Human females should not have more than two children.

Strongly Disagree Disagree Neutral Agree Strongly Agree

3. United Statesindustries located in China should be required to follow U.S.

environmental standards.

Strongly Disagree Disagree Neutral Agree Strongly Agree

4. The recycling of metals such as aluminum and steel should be mandatory, even if it is not

always profitable.

Strongly Disagree Disagree Neutral Agree Strongly Agree

5. All pollution standards should be relaxed in order to get better gas mileage in automobiles.

Strongly Disagree Disagree Neutral Agree Strongly Agree

6. People who have two or more cats as pets should keep them indoors, because the cat is,

by its nature, a predator.

Strongly Disagree Disagree Neutral Agree Strongly Agree

7. We should continue to build nuclear power plants in order to produce needed electrical

energy.

Strongly Disagree Disagree Neutral Agree Strongly Agree

Reprinted from p. 31 in Hungerford et al., Investigating and Evaluating Environmental Issues 

and Actions. Copyright © 2003, Stipes Publishing L.L.C. Permission to use this material is 

granted to NOAA’s Oysters in the Chesapeake Bay Project, and is intended to be reprinted for 

classroom use. Permission for other uses must be obtained from Stipes Publishing, L.L.C.
Investigating and Evaluating Environmental Issues and Actions

ENVIRONMENTAL ISSUES VALUE DESCRIPTORS

The descriptors listed below may be helpful as you analyze issues. These statements attempt to 

name and define values which may be held by individuals. The definition, as well as the list 

itself, should not be considered complete. They are simply tools to help you in a rather complex 

task!

VALUE DEFINITION

Aesthetic: the appreciation of form, composition and color through the human 

senses.

Economic: the use and exchange of money, materials, and/or services.

Ecological: pertaining to natural biological systems and principles.

Educational: concerning the accumulation, use, and communication of knowledge.

Egocentric: pertaining to a focus on self-centered needs and fulfillment.

Environmental: pertaining to human activity activities in terms of interactions with 

natural resources, e.g., plant and animal species, air, water, soil, etc.

Ethical/Moral: pertaining to present and future human responsibilities, rights and 

wrongs, and ethical standards.

Ethnocentric: pertaining to the traditions, customs and shared perspectives of people.

Health & Safety: the maintenance of positive human physical conditions.

Legal: relating to national, state, or local laws; law enforcement; law suits.

Political: the activities, functions, and policies of governments and their agencies.

Recreational: pertaining to human leisure activities.

Religious: the use of belief systems based on faith or dogma.

Scientific: concerning the process of empirical research; knowledge gained by 

systematic study.

Social: pertaining to shared human empathy, feelings, and status.

Technological: concerning the use of technology for human/societal goals.

Reprinted from p. 36 in Hungerford et al., Investigating and Evaluating Environmental Issues 

and Actions. Copyright © 2003, Stipes Publishing L.L.C. Permission to use this material is 

granted to NOAA’s Oysters in the Chesapeake Bay Project, and is intended to be reprinted for 

classroom use. Permission for other uses must be obtained from Stipes Publishing, L.L.C.
Investigating and Evaluating Environmental Issues and Actions

WHAT ARE THE VALUES?

Directions: Read each of the statements carefully. Analyze each one and identify the main 

value reflected in the statement. Write the name of that value in the space provided. You may 

be asked to defend your answer. (Underlining the key words and phrases which influence your 

answers will be helpful in your defense). 

1. Humans have a responsibility to manage natural 

resources wisely for the sake of future generations. 

2. If you “get” poison ivy, you are in for a week of 

itching and misery. 

3. The Bible clearly states that Man is responsible for 

the welfare of the planet. 

4. You can sell those tropical birds for a lot of money.

5. The game warden told my brother that it was illegal 

to hunt waterfowl in the spring in the United States. 

6. Research on the grizzly bear shows that it needs an 

enormous amount of space in order to survive. 

7. Wood ducks are beautiful birds. 

8. I really enjoy going bird watching with my friends 

and classmates. 

9. Bird watching has become a national pastime in the 

United States. 

10. I don’t care what anybody says, I will kill a deer 

anytime I feel like it. 

11. Swamps and marshes are important as sources of 

fresh water to plants and animals. 

12. If we log a forest carefully, we can preserve the 

checks and balances that exist in that ecosystem. 

13. Democrat and Republican representatives in 

Congress often disagree about environmental concerns. 

14. The Germans have a tradition of a strong affection 

for forests. 

15. When we were in the eighth grade, we learned a 

valuable lesson about preserving endangered species. 

Reprinted from p. 37 in Hungerford et al., Investigating and Evaluating Environmental Issues 

and Actions. Copyright © 2003, Stipes Publishing L.L.C. Permission to use this material is 

granted to NOAA’s Oysters in the Chesapeake Bay Project, and is intended to be reprinted for 

classroom use. Permission for other uses must be obtained from Stipes Publishing, L.L.C.
Players, Beliefs, and Values Chart (Student Page)

The Issue: 

The Player & Position Belief Statement(s) Value(s)

Investigating and Evaluating Environmental Issues and Actions

Reprinted from pp. 62-63 in Hungerford et al., Investigating and Evaluating Environmental 

Issues and Actions. Copyright © 2003, Stipes Publishing L.L.C. Permission to use this material is 

granted to NOAA’s Oysters in the Chesapeake Bay Project, and is intended to be reprinted for 

classroom use. Permission for other uses must be obtained from Stipes Publishing, L.L.C.
RULES FOR WRITING RESEARCH QUESTIONS FOR

ENVIRONMENTAL ISSUE INVESTIGATIONS

Reprinted from pp. 62-63 in Hungerford et al., Investigating and Evaluating Environmental 

Issues and Actions. Copyright © 2003, Stipes Publishing L.L.C. Permission to use this material is 

granted to NOAA’s Oysters in the Chesapeake Bay Project, and is intended to be reprinted for 

classroom use. Permission for other uses must be obtained from Stipes Publishing, L.L.C.

The research questions should:

 Always be stated in question form

 Always avoid simple “yes” or “no” answers. This is usually

achieved by beginning with phrases, such as To what extent or

In what ways

 Always indicate a population or area

 Always be derived from, and related to environmental issues

 Specify the variable(s) to be measured

 Specify a relationship between two variables

 Be important in an environment and in a social sense (to humans)

Variables that may be chosen to focus on in the students’ research 

question(s) may include one or more of the following:

 Knowledge of problems, issues, or solutions

 Opinions and attitudes related to problems, issues, or solutions

 Behaviors related to problems, issues, or solutions

 Physical characteristics associated with problems, issues, or solutions