Results 291 to 300 of about 10,488,466 (347)

A place-based practice in primary school: effects on environmental literacy

Journal of Adventure Education and Outdoor Learning
This study investigated the effect of place-based teaching practices on students’ environmental literacy in the Life Science course of 3rd grade primary school students. The research was designed according to the mixed methods model.
Gizem Tabaru Örnek, Selma Yel
semanticscholar   +1 more source

Environmental literacy of undergraduate college students: Development of the environmental literacy instrument (ELI)

School Science and Mathematics, 2018
AbstractAs the world population continues to increase and natural resources become limited, environmental education (EE) in universities play an essential role in developing environmentally literate. This study measured the environmental literacy (EL) levels (familiar knowledge, factual knowledge, attitude, behavior) of undergraduate college students ...
Jenny Lloyd‐Strovas, Christine Moseley, Tom Arsuffi   +2 more
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Determining high school students’ functional environmental literacy and the effect of participatory action research on functional environmental literacy

Environmental Education Research
This quantitative study employed both survey and experimental research designs to investigate environmental literacy and engagement among high school students in Almaty, Kazakhstan.
Kulshash Kabylbek, Lisa M. DeChano-Cook, Dzhumadil Childibaev, Nuri Balta   +3 more
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Environmental Literacy for All

2021
This chapter discusses concepts of sustainability, socially critical action, and social justice in relation to environmental literacy, which is one of the central foundations of global citizenship. In that respect, the emphasis is placed on the maxim: Think globally, act locally!
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Conceptualizing community-level environmental literacy using the Delphi method

Environmental Education Research
As environmental challenges increase in scope and scale, new conceptualizations for environmental literacy are needed. Specifically, notions of environmental literacy must move from those at the individual level to those at the group, or community, level.
L. Gibson, K. C. Busch, Kathryn T. Stevenson, Lynn Chesnut, Bethany B. Cutts, E. Seekamp   +5 more
semanticscholar   +1 more source

Teaching for Environmental Literacy

The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2000
(2000). Teaching for Environmental Literacy. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 74, No. 1, pp. 23-24.
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Measuring Environmental Health Literacy

2018
Environmental health literacy (EHL) is an emerging framework that defines the knowledge and skills that prepare people to make health-protective decisions using available environmental data (Finn S, O’Fallon L. Environ Health Perspect 125(4):495–501 (2017)). According to the Society for Public Health Education (Society for Public Health Education. What
Kathleen M. Gray, Marti Lindsey
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Environmental literacy: the ultimate goal for environmental education

Interdisciplinary Environmental Review, 1999
More than half of the world population has a number of common environmental problems related to such factors as their ecological conditions, lack of economic vitality, and poverty. Although these factors also exist in industrial countries, their magnitude and impact are more severe in the agrarian world.
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SITUATING ‘PLACE’ FOR ENVIRONMENTAL LITERACY

English Studies in Africa, 2009
Abstract This essay reflects on recent experiments in teaching English at a South African university in response to the local/global crisis of environment and development. It suggests that if our pedagogy in literary studies is to enable a discourse equipped to demonstrate the key insight that ecological sustainability and social justice are ...
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Environmental Literacy and Educational Ideal

Environmental Values, 1994
Environmental literacy is not encouraged by discipline-based education. Discipline-based education is damaging not only because it breaks the link between experience and theory but also because it encourages learners to believe that complex practical problems can be solved using the resources of just one or two specialist disciplines or frameworks of ...
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