Relevant bibliographies by topics / Ecoliteracy

Academic literature on the topic 'Ecoliteracy'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Ecoliteracy"

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Ha, Changchen, and Shumin Dong. "Identifying the Most Ecoliterate Inhabitants in a Top-Ten Ecologically Advanced City of China: A Sociodemographic Perspective." Sustainability 15, no. 4 (February 8, 2023): 3054. http://dx.doi.org/10.3390/su15043054.

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Ecological literacy (ecoliteracy) is an interdisciplinary concept that spans ecology and linguistics. This concept is particularly important given today’s increasingly severe ecological environmental problems. In the discipline of linguistic ecology, ecoliteracy can include five aspects: ecological knowledge literacy, ecological awareness literacy, ecological ethics literacy, ecological emotional literacy, and ecological behavioral literacy. We advocate for a quantitative assessment of the level of ecoliteracy from those five dimensions. However, in the evaluation process, the difference in the specific sociodemographic characteristics (SDCs) of the participants is a factor that cannot be ignored. Therefore, this article starts from SDCs and takes the inhabitants of Guiyang City, a top-ten ecologically advanced city in China, as the study population. The main purpose of the study was to identify the differences in the levels of ecoliteracy shown by inhabitants of this city who have different SDCs. The results indicated that there were significant differences in the levels of ecoliteracy among the inhabitants of Guiyang City with regards to gender, age group, ethnicity, type of living area, educational background, and current main identity. The highest overall score among the participants, that is, the most ecoliterate inhabitants, were found to be males, middle-aged groups, Buyi ethnic groups, those who live in urban areas, the most highly educated, and those who work for the Chinese government. To address the specific five-dimensional levels, this article also analyzed the nuances among inhabitants regarding each aspect. Based on this analysis, the reasons for the differences among inhabitants with different SDCs are discussed. In addition, after discovering the specific characteristics of inhabitants with high-level ecoliteracy, we also propose ways to improve low-level ecoliteracy among inhabitants. Our ultimate goal is to make contributions to the advancement of harmonious coexistence between humans and the natural environment.
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Nadiroh, Nadiroh, Uswatun Hasanah, and Vania Zulfa. "Behavioral Geography: an Ecoliteracy Perspective and Critical Thinking Skills in Men and Women." Indonesian Journal of Geography 51, no. 2 (August 30, 2019): 114. http://dx.doi.org/10.22146/ijg.36784.

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This study aims at explaining the behavior of students of the biology-Jakarta State University study program on environmental preservation in the perspective of ecoliteracy and critical thinking skills. Ecoliteracy is an understanding and behavior or the action of a person towards the environment. The results of the study show that there is no effect of the interaction between ecoliteracy and thinking Skills. In addition, there is also no interaction between ecoliteracy and gender. This study supports previous relevant research and provides new empirical information that ecoliteracy and critical thinking skills are the causes of someone contributing to preserving the environment. However, the influence of ecoliteracy interactions and critical thinking skills is not significant. In addition, the interaction in the ecoliteracy and gender perspective needs to be ignored because both of them make the same contribution. Therefore, the application of ecoliteracy must begin early. The application of ecoliteracy can also be integrated into the media that are currently developing rapidly. So that at the university level, the concept of ecoliteracy has emerged in a more creative and innovative form by initiating new innovations in the more advanced environment.
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Kurniasari, Ria. "PENINGKATAN ECOLITERACY SISWA TERHADAP SAMPAH ORGANIK DAN ANORGANIK MELALUI GROUP INVESTIGATION PADA PEMBELAJARAN IPS." EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru 10, no. 2 (July 26, 2018): 133. http://dx.doi.org/10.17509/eh.v10i2.10869.

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Abstract:. This research was motivated by the low of students’ ecoliteracy. The low of ecoliteracy could be seen from the students' attitudes toward school environment indifference shown by the behavior of many students still waste rubbish everywhere. Such situation has been a concern of researchers and do a study that aims to improve students’ ecoliteracy in sorting organic and inorganic waste. Therefore, to overcome this problem researcher applied group investigation model, which was one type of model of cooperative learning. The research subjects were students in grade V SDN Sindang I. The method used a Class Action Research (PTK) using Kemmis design and Taggart. The instruments used were observation sheet, student conscience questionnaire sheets, interview sheets and evaluation sheets. Overall implementation group investigation brought positive results to the learning activities and students’ ecoliteracy. Based on the research findings from the data that had been obtained showing that students’ ecoliteracy increased from cycle I to III. Increasing ecoliteracy could be seen from the increasing in the percentage level of achievement of various aspects, namely knowledge, conscience, and also the application. It could be concluded that group investigation could improve students’ ecoliteracy in sorting organic and inorganic waste. Abstrak: Penelitian ini dilatarbelakangi oleh rendahnya ecoliteracy siswa. Rendahnya ecoliteracy tersebut dapat dilihat dari sikap ketidakpedulian siswa terhadap lingkungan sekolah yang ditunjukkan dengan perilaku masih banyaknya siswa yang membuang sampah sembarangan. Keadaan yang demikian telah menjadi kekhawatiran peneliti dan melakukan sebuah penelitian yang bertujuan untuk meningkatkan ecoliteracy siswa dalam memilah sampah organik dan anorganik. Oleh karena itu, untuk mengatasi hal tersebut peneliti menerapkan model pembelajaran group investigation yang merupakan salah satu tipe model cooperative learning. Subjek penelitian ini yaitu siswa kelas V SDN Sindang I. Metode penelitian menggunakan Penelitian Tindakan Kelas (PTK) dengan menggunakan desain Kemmis dan Taggart. Adapun instrumen yang digunakan yaitu lembar observasi, lembar angket kesadaran siswa, lembar wawancara, dan lembar evaluasi. Secara keseluruhan penerapan group investigation ini membawa hasil yang positif terhadap aktivitas belajar dan ecoliteracy siswa. Berdasarkan temuan-temuan penelitian dari data-data yang telah diperoleh menunjukkan bahwa ecoliteracy siswa meningkat dari siklus I sampai dengan Siklus III. Peningkatan ecoliteracy dapat dilihat dari kenaikan persentase tingkat pencapaian dari berbagai aspek, yaitu aspek pengetahuan, conscience, dan juga aplikasi/tindakan. Dengan demikian dapat disimpulkan bahwa group investigation dapat meningkatkan ecoliteracy siswa dalam memilah sampah organik dan anorganik.
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Arga, Hana Sakura Putu, Galih Dani Septiyan Rahayu, Ronny Mugara, Dear Rahman Muliadi, and Santi Risnawati. "PROGRAM PENDAMPINGAN DALAM PENYUSUNAN BAHAN AJAR BERBASIS ECOLITERACY BAGI GURU-GURU SEKOLAH DASAR DI WILAYAH KABUPATEN BANDUNG BARAT." Abdimas Siliwangi 2, no. 2 (August 31, 2019): 122. http://dx.doi.org/10.22460/as.v2i2p122-128.3327.

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Program pengabdian kepada masyarakat adalah salah satu bagian dari tridharma perguruan tinggi. Kegiatan pengabdian masyarakat ini dilaksanakan di Kabupaten Bandung barat dengan tujuan jangka panjang program pengabdian ini adalah mengembangkan suatu pembelajaran dengan pendampingan berbasis ecoliteracy di lingkungan Sekolah Dasar (SD). Secara khusus, tujuan yang ingin dicapai sebagai berikut: (1). Meningkatkan pemahaman guru terkait dengan bahan ajar; (2). Meningkatnya pemahaman guru dalam membuat dan mengembangkan bahan ajar berbasis; dan 3). Tersedianya bahan ajar berbasis ecoliteracy di SD. Metode yang akan dipakai dalam upaya pencapaian tujuan tersebut memalui pendampingan yang langkah-langkahnya terdiri dari: (1). mengkaji ecoliteracy; (2). Mempersiapkan bahan-bahan untuk membuat bahan ajar; (3). Melakukan pendampingan bahan ajar berbasis ecoliteracy; (4). Melakukan refleksi dan terkait proses pendampingan; (d). Evaluasi kegiatan pendampingan penyusunan bahan ajar berbasis ecoliteracy. Hasil dari pengabdian ini yaitu tersedianya bahan ajar berbasis ecoliteracy.
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Valentine, Dewi Amelia. "PENINGKATAN ECOLITERACY SISWA DALAM PEMANFAATAN KEBUN KARET SEBAGAI SUMBER PEMBELAJARAN IPS." JURNAL PENDIDIKAN ILMU SOSIAL 24, no. 2 (April 7, 2016): 217. http://dx.doi.org/10.17509/jpis.v24i2.1458.

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Lingkungan alam yang oleh sebagian besar manusia dimanfaatkan sebagai alat pemenuhan kebutuhan tidak mendapat balikan berupa perawatan dan pelestarian dari penggunanya. Melihat kondisi tersebut, maka perlu adanya suatu pembelajaran yang dapat memupuk kesadaran ekologi atau ecoliteracy siswa dengan memanfaatkan alam yang dalam hal ini adalah tanaman lokal karet. Media tanaman karet dipilih karena selain mudah didapat juga merupakan komoditas utama masyarakat setempat sehingga sangat mudah menghubungkan pembelajaran dengan berbagai fenomena dalam kehidupan siswa yang berhubungan dengan media tersebut dalam upaya meningkatkan ecoliteracy siswa. Metode penelitian menggunakan PTK pada kelas VII SMP Negeri 2 Beduai, Kabupaten Sanggau, Kalimantan Barat. Desain penelitian menggunakan model Kemmis dan Taggart. Hasil penilitian menunjukkan bahwa desain pembelajaran yang dirancang peneliti bersama guru mitra yang meliputi skenario pembelajaran, materi, model pembelajaran, bentuk evaluasi yang terdiri dari lembar kerja kelompok siswa dan tes hasil belajar serta format penilaian yang kesemuanya termuat dalam RPP dengan penggunaan instrumen yang berbijak pada kompetensi ecoliteracy mampu meningkatkan ecoliteracy siswa. Dengan penggunaan kebun karet sebagai sumber pembelajaran IPS yang dikolaborasikan dengan pendekatan saintifik menggugah ketertarikan, keaktifan dan kesadarahn ekologi (ecoliteracy) siswa. Penggunaan kebun karet sebagai sumber pembelajarn IPS yang dikolaborasikan dengan pendekatan saintifik menunjukkan adanya peningkatan dalam tiap ranah kompetensi ecoliteracy. Tidak hanya ecoliteracy siswa meningkat, ketertatrikan dan keaktifan siswa dalam pembelajaranpun membaik. Pada tindakan akhir, tidak hanya pengausaan pengetahuan (head) siswa saja yang semakin utuh, tetapi sikap (heart), tindakan (hands) dan spiritial (spirit) siswa semakin menunjukkan bahwa pemanfaatan yang mereka lakukan pada taman karet sebagai pemenuhan ekbutuhan mereka suda dilandasi dengan ecoliteracy.Kata kunci: Ecoliteracy, Sumber Pembelajaran IPS.
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Majumdar, Koustab, and Dipankar Chatterjee. "Ecoliteracy among Tribals in Eastern India." South Asia Research 42, no. 1 (November 17, 2021): 76–92. http://dx.doi.org/10.1177/02627280211056838.

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This article is based on field research investigating levels of ecoliteracy and associating factors among four tribal groups in Jharkhand and West Bengal, involving 360 respondents from the Lodha, Santhal, Asur and Oraon communities. The study revealed low to extremely high levels of ecoliteracy and identified several specific factors as significant predictors of ecoliteracy levels. While gender, occupation and total monthly income of respondents did not influence such levels, the study conclusively indicates that detachment from forest and natural resources is detrimental to the preservation and cultivation of ecoliteracy and that the connection of people and forests requires careful multidimensional attention.
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Pramesthi, Herdyan Ratih. "ENHANCING STUDENTS' ECOLITERACY IN UTILIZATION OF SCHOOL AREA THROUGH AQUAPONIC PROJECT AS LEARNING MODEL IN SOCIAL STUDIES LEARNING (CLASSROOM ACTION RESEARCH IN CLASS VII-B SMP PASUNDAN 2 BANDUNG)." International Journal Pedagogy of Social Studies 2, no. 2 (February 21, 2018): 19. http://dx.doi.org/10.17509/ijposs.v2i2.10159.

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Abstract -Ecoliteracy comes as a solution to various environmental problems that occur. Understanding ecoliteracy should be introduced early, in order grow and development of every human being always has awareness to maintain the environment. Based on preliminary observations conducted by researchers in SMP Pasundan 2 Bandung in class VII-B, showed that the low Ecoliteracy of students, shown by the scattering of garbage in the classroom environment, students also never care for the classroom environment, school environment, or wilting plants around the school due to lack of care. Based on the observation, the researcher concludes that, it is necessary to increase the students’ ecoliteracy in the utilization of the school area. By looking at the problems occurring in class VII-B, the researcher intends to conduct classroom action research by applying the aquaponic learning model of the Social Studies learning. The research design used in this research is a Lewin cycle model according to Elliot. During the execution, this study was conducted 2 cycles, with 5 actions in each cycle consisting of an understanding of ecoliteracy, aquaponic project creation, aquaponic project maintenance, aquaponic harvesting process, accountability report, and harvesting of crops into healthy foods. Based on the results of students’ ecoliteracy research, in the utilization of school area on the cycle 1 results have shown an improvement, but the improvement is not maximal, with the average group assessment entered into the "Good" category. While in the cycle 2 experienced a significant improvement, making the percentage of group valuation to entered into the "Excellent" category. The conclusion of this research is the use of aquaponic learning model in Social Studies learning can improve the students' ecoliteracy in the utilization of the school area. Keywords: students' ecoliteracy enhancement, aquaponic project, social studies learning
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Suryaningtyas, Wahyuni. "Workshop Ecoliteracy Pengolahan Sampah Berbasis Ecopreneur School." dst 2, no. 2 (November 15, 2022): 154–60. http://dx.doi.org/10.47709/dst.v2i2.1860.

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Program workshop Ecoliteracy pengolahan sampah berbasis Ecopreneur School diawali dengan melakukan survei dan observasi lapangan. Selanjutnya, dilakukan analisis situasi sehingga dapat dibuat rancangan pelaksanaan program dan persiapan penyusunan materi workshop. Hasil observasi dan analisis situasi menunjukkan bahwa diperlukan penyuluhan Ecoliteracy pengolahan sampah berbasis Ecopreneur School. Program workshop pengolahan sampah diharapkan dapat memberikan ecoliteracy untuk guru SDN Sutorejo I/240 Sutorejo Surabaya sehingga dengan demikian para guru dapat mendidik siswa siswi pada level sekolah dasar. Para guru dan siswa-siswi SD diharapkan juga dapat menyampaikan manajemen pengolahan sampah kepada wali murid, sehingga dapat meningkatkan pengelolaan sampah rumah tangga. Workshop Ecoliteracy waste management juga memberikan manfaat secara ekonomis dimana sampah anorganik dapat dijual pada bank sampah terdekat. Pengelolaan sampah di lingkungan sekolah dasar yang bernilai ekonomis bekerjasama dengan Bank Junk for Surabaya Clean (BJSC) tempat penukaran sampah anorganik untuk kas kelas siswa. Workshop Ecoliteracy pengolahan sampah yang bermanfaat dan bernilai ekonomis menjadikan SDN Sutorejo I/240 Sutorejo Surabaya merupakan sekolah berbasis Ecopreneur School.
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Tyas, Dewi Nilam, Atip Nurharini, Desi Wulandari, and Barokah Isdaryanti. "Analisis Kemampuan Ekoliterasi dan Karakter Peduli Lingkungan Siswa SD Selama Pembelajaran Daring di Masa Pandemi Covid-19." Faktor : Jurnal Ilmiah Kependidikan 9, no. 3 (November 25, 2022): 213. http://dx.doi.org/10.30998/fjik.v9i3.11173.

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<p class="Affiliation">Ecoliteracy is a literacy that specifically studies the relationship between humans and the environment to support sustainable development. This study aims to analyze the ecoliteracy ability and the character care about environment of elementary school students. This study uses a mixed approach method that combines qualitative and quantitative methods, with research subjects are 4 classes of elementary school students in West Semarang. Data collection was carried out by interviews, instrument of ecoliteracy and self-assessment sheet to measure attitudes and skills abaout coliteracy and the character care about environment. The results show that learning or activities regarding ecoliteracy have never been carried out, so the cognitive and skill abilities of students' ecoliteracy are still low. Attitudes about coliteracy and environmental care characters are in the good category. The results of this study can be used to design activities or media that can develop ecoliteracy abilities and the character care about environment.</p><p class="Affiliation">__________________________________________________________________________________________________________________________________________</p><p class="Affiliation">Ekoliterasi merupakan literasi yang secara khusus mempelajari hubungan manusia dan lingkungan untuk mendukung pembangunan berkelanjutan. Penelitian ini bertujuan untuk menganalisis kemampuan <em>ecoliteracy </em>dan karakter peduli lingkungan siswa SD. Penelitian ini menggunakan pendekatan <em>mix method </em>yang menggabungkan metode kualitatif dan kuantitatif, dengan subjek penelitian sebanyak 4 kelas siswa SD di Semarang Barat. Pengumpulan data dilakukan dengan wawancara secara <em>synchronous </em>menggunakan aplikasi <em>Zoom Clouds Meeting</em><em>, </em>instrumen soal ekoliteras<em>i</em><em> </em>dan lembar penilaian diri untuk mengukur sikap-keterampilan ekoliterasi dan karakter peduli lingkungan<em>. </em>Hasil analisis menunjukkan jika pembelajaran atau aktivitas mengenai <em>ecoliteracy </em>belum pernah dilakukan, sehingga kemampuan kognitif dan keterampilan ekoliterasi siswa masih rendah. Sikap ekoliterasi secara tidak langsung dikembangkan bersama karakter peduli lingkungan yang sudah dibina sejak dini, sehingga masuk kategori baik. Hasil penelitian ini dapat dijadikan bahan pertimbangan bagi pendidik untuk merancang kegiatan pembelajaran atau media pembelajaran yang untuk mengembangkan kemampuan ecoliteracy dan karakter peduli lingkungan.</p>
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Alifah, Aulia Nisa, and Eldi Mulyana. "Efektivitas Media Vlog Perilaku Green Consumer terhadap Pemahaman Konsep Ecoliteracy Peserta Didik pada Pembelajaran IPS." Jurnal Basicedu 6, no. 3 (April 23, 2022): 4591–99. http://dx.doi.org/10.31004/basicedu.v6i3.2785.

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Dampak negatif pencemaran limbah kemasan pada lingkungan akibat dari kegiatan konsumsi dapat dicegah dengan mendidik konsumen salah satunya dengan menerapkan pemahaman konsep ecoliteracy. Penelitian ini bertujuan untuk menguji dan melihat efektivitas dari media Vlog perilaku Green Consumer terhadap pemahaman konsep ecoliteracy peserta didik kelas VII di SMPN 4 Tarogong Kidul. Metode penelitian ini menggunakan metode pre-eksperimental dengan desain the-one group pretest-posttest. Sampel penelitian ini adalah siswa kelas VII-H SMPN 4 Tarogong Kidul. Instrumen yang digunakan dalam penelitian ini berupa tes dan lembar observasi. Setelah data terkumpul kemudian diolah menggunakan uji hipotesis atau uji t menggunakan aplikasi SPSS v26. Hasil penelitian dapat disimpulkan bahwa terdapat perbedaan pemahaman konsep ecoliteracy peserta didik sebelum dan sesudah menggunakan treatment media Vlog Perilaku Green Consumer. Perbedaan pemahaman konsep ecoliteracy peserta didik berdasarkan uji hipotesis menunjukkan nilai (Sig 2-tailed) yaitu 0,000 < 0,05, dengan begitu H1 diterima atau hipotesis diterima dan H0 ditolak. Sehingga media Vlog perilaku Green Consumer efektif untuk meningkatkan pemahaman kosep ecoliteracy peserta didik kelas VII di SMPN 4 Tarogong Kidul
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Dissertations / Theses on the topic "Ecoliteracy"

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Bauer, Eric Douglas. "Ecoliteracy: Foundation of Vocationally Specific Sustainability Education." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/367154.

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There is ample evidence that human actions are continuously and progressively straining planetary processes and systems vital for the wellbeing of the planet, as well as people themselves (WWF, 2012, 2014). Education has a key role to play in addressing these challenges. The role of technical and vocational education and training (TVET) in addressing these challenges has also been recognized. However, little is understood about the preparedness of TVET educators, specialists in their vocational areas, to address environmental and sustainability issues. This action research study examines the relationship between educator ecoliteracy and educator ability to develop and deliver vocationally specific sustainability education, in a single TVET college in Canada. The research study was undertaken over a 3-year period and involved 43 participants in total. Findings indicate that educators’ ecological knowledge, their collegial relationships and institutional processes are all significant in supporting attempts to revise vocational curriculum. Professional learning to improve vocational educators’ ecoliteracy requires more than deepening ecological knowledge, however. Also required is an understanding of the science of contemporary ecological issues and the relationship of those issues to broader socio-cultural and economic activities. In order to consider curriculum revision, educators thus need to personally value and prioritize such education as essential to the development of vocational competency amongst their students. Improving the ecoliteracy of the educator community, therefore, requires more than simply developing knowledge and skill in the scientific language of ecology; it also requires opportunities for educators to participate in institutional sustainability policies and practices
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith School of Environment
Science, Environment, Engineering and Technology
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Whitman, Jacquelyn Dale (JD). "Confronting ecophobia: increasing ecoliteracy through art and marine science." Thesis, University of Iowa, 2019. https://ir.uiowa.edu/etd/6881.

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Esposito, Valerie. "Promoting Ecoliteracy and Ecosystem Management for Sustainablity Through Ecological Economic Tools." ScholarWorks @ UVM, 2009. http://scholarworks.uvm.edu/graddis/80.

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The importance and contribution of healthy ecosystems to human well-being and poverty reduction have gained increasing awareness and attention in recent years. Despite this wide-scale acknowledgement, the majority of the benefits yielded by ecosystem services are currently exogenous to the economic system, so their value is not equally weighted in decisions that directly impact their functioning and welfare. Public understanding of the importance of these contributions and the necessity of healthy ecosystems and sound management is vital for their conservation. However, thorough understanding of what ecosystems are, how they function, and how to manage them on a systems-based level for sustainability, known as ecological literacy (ecoliteracy), is lacking in various publics. In fact, at the nexus of the complex environmental problems facing the world today is the lack of understanding of the impact of individual and aggregate actions, particularly on ecosystems. The emerging field of ecological economics seeks to reconcile the roots for this disconnect. By developing new methods of ecosystem management that simultaneously address complex economic, social and environmental needs, ecological economics seeks to develop a comprehensive, systems-based approach to engender global sustainability. Ecolitercy is a critical component to developing new methods in development and management. This dissertation research examines and applies several ecological economic tools – rapid assessment valuation, payments for ecosystem services and service-learning education – to determine how to best promote ecoliteracy and ecosystem management on individual and collective levels. There are several findings that highlight the importance of and areas of improvement for integrating such tools in a comprehensive sustainable development approach. (1) Ecosystem services valuation, which assigns economic values to the benefits humans derive from natural environments, is a framework that can provide vital insight into the ecological costs of large-scale development projects. It can also be used as a way to incorporate local/traditional knowledge into decision-making. (2) Payments for ecosystem services programs, while effective in conserving and regenerating forests in developing countries, still have significant areas of improvement to be considered for similar future projects. Particularly, it has not been demonstrated that they are effective mechanisms for poverty alleviation, as it has been suggested in the literature. In fact, if not meaningfully supported, poor participants may face serious trade-offs and their involvement in such programs may negatively affect social capital in the community. (3) Service-learning, or working with communities to address real world-problems through a rigorous academic framework, is more effective at developing critical, ecological and civic literacy in students and develop more knowledgeable agents to solve the world‘s complex problems. Overall, these new and other tools must be developed to specifically address the ecological illiteracy that so often guides development decisions and be integrated into a comprehensive, inclusive framework for sustainable development.
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Lees, Michael Vincent. "Effect of Contemplative Pedagogy on the Ecoliteracy of Undergraduate Public State University Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3948.

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Undergraduate students lack the opportunity and environment to contemplate and develop ecoliteracy skills that serve to integrate subject matter into their everyday experiences. Ecoliteracy is grounded in Capra's web of life theoretical framework and represents students' capacities to read world systems objectively with their head, heart, hands, and spirit. Contemplative pedagogy provides educators with exercises that give students time to reflect on the integration of learning. Ecoliteracy and contemplative pedagogy research has shown little quantitative data pertaining to how contemplative pedagogy affects undergraduate student ecoliteracy. To address that gap, this causal-comparative study measured the use of contemplative pedagogy exercises relative to undergraduate student ecoliteracy. A convenience sample of 150 undergraduate students who did and did not experience contemplative pedagogy exercises completed the New Ecological Paradigm Scale and Self-Compassion Scale-Short Form. Independent-samples t tests measured the differences between the 2 groups. Findings indicated that students who did not experience contemplative pedagogy exercises in the classroom were more likely to self-report higher ecoliteracy. A possible interpretation of these findings is that current contemplative pedagogy exercises may focus students' attention internally and not adequately promote the world-centered view that would more readily advance student ecoliteracy skills. Results of this study provide further insight that may inform professional development and contemplative pedagogy exercises that empowers students' ecoliteracy skills by encouraging critical thinking, action, and compassion towards positive social change.
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Freuder, Tracy Grace. "Designing for the Future: Promoting Ecoliteracy in the Design of Children's Outdoor Play Environments." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/32504.

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Rapid development of U.S. cities and towns along with changes in society and technology are dramatically affecting childhood experience. Wild places and vacant lots for kids to play in are disappearing. Parents have limited time to spend with their children and fear letting them play outside alone. Traffic is a growing safety hazard and there is an increasing desire for entertainment in the form of TV and video games over outdoor exploration. As a result, children are becoming alienated from nature. They are growing up without developing a personal attachment to their natural surroundings or an understanding of their impact on the environment. The design of outdoor play areas can help reconnect children to their surroundings and lead to a more environmentally minded generation. Ecoliteracy suggests an understanding of ecological principles as well as appreciation for the environment and an attitude of stewardship. In addition to helping kids acquire factual knowledge, outdoor play spaces should cultivate a sense of wonder and delight and an emotional appreciation of the living world. Through research, observation and application, this thesis project identifies design criteria for promoting ecoliteracy in outdoor play environments.
Master of Landscape Architecture
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Slarp, Melissa. "How ecoliterate is a five year old? Investigating the effects of teaching intervention on kindergarten children's understanding of ecological concepts." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/13124.

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This thesis is about the ecoliteracy of young children. The study is aimed at determining young children’s understanding of ecology as they begin their journey through the school system. More specifically, the thesis addresses a perceived gap in the current literature regarding young children’s knowledge and understanding of ecological concepts and its implications for the teaching of science in the New South Wales curriculum. Young children’s learning of scientific concepts is widely underestimated; this includes complex concepts of ecoliteracy. The research investigated levels of ecoliteracy in kindergarten children, how a teaching intervention can affect their ecoliteracy, and what factors promote enhanced ecoliteracy. A total of 25 kindergarten students from two schools participated in the study. Data were collected by means of analysing children’s drawings and interviews. A constructivist theoretical framework formed the groundwork for presenting the focus of the study and for interpreting the results of the data. Practitioner-researcher involvement included development of materials, implementing the teaching intervention, and conducting the study. The results revealed that kindergarten children had a moderate level of ecoliteracy prior to the intervention, that their ecoliteracy was significantly improved after the intervention, and that they were able to retain and maintain this newly acquired knowledge. This shows that targeted teaching activities can promote enhanced ecoliteracy in young children. Whilst their development was considerably varied, a general pattern emerged that young children’s conceptual understanding increased following the teaching intervention. This suggests that certain aspects of the intervention contributed to children’s enhanced ecoliteracy and holds clear implications for educators in teaching young children science.
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Silva, Claudionor Renato da. "Formação ambiental na escola do campo: uma análise documental sob o olhar do ecoletramento." Universidade Federal de São Carlos, 2011. https://repositorio.ufscar.br/handle/ufscar/2607.

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Ecological sustainable environmental formation is in the basis of public education policy on country Education so that socioenvironmental questions become part of the curriculum, therefore, of the syllabus. In this theoretical documental investigation we inquire about the ways this proposal of environmental formation occurs in a country school in São Paulo state. We have adopted the perspective of ecoliteracy to understand this formation. The following documents were object of study: the School Pedagogical Project, the Teacher s Plan and the Class Diary of the 5thgrade of an elementary school. After the pre-analysis, a preliminary analysis was carried out indicating: (1) the context of production of the document; (2) the author/authors; (3) authenticity reliability of documents; (4) the nature of the text; (5) key concepts and internal logic of the text. The next step was an interpretive analysis with the objective to identify and to configure how environmental formation is processed in a country school. The results indicated the presence of the environmental formation discourse that reveals itself by means of key elements (words and sentences) that dialogue with the bases of ecoliteracy. These elements pervade the discourse of the Pedagogical Project but in the Teacher s Plan and in the Class Diary that are perspectives to guide the pedagogic actions directly we observed a more specific presence of Science and Geography. We can infer that as the Pedagogical Project has a more comprehensive and ideological discourse according to the directions of environmental formation, such as recommended in public policy on country education, the environmental discourse elements are more explicit and orderly . In the other two documents, even if one of them focuses technical and organic aspects of curriculum (Teacher Plan) and the other is the mirror of daily classroom routine (Class Diary) the discourse of environmental formation becomes less dense and more fragmented. The research question is answered at the same time that it places the ecoliteracy not only as a perspective for environmental formation in country Education but as a possible, theoretical and methodological construct for the curriculum.
Formação ambiental ecológico sustentável - está na base da política pública da educação do campo de modo que as questões de natureza socioambientais passem a fazer parte do currículo, portanto, do conteúdo programático. Nesta investigação de cunho teórico documental, indaga-se sobre as maneiras em que essa proposta de formação ambiental acontece numa escola do campo do interior do Estado de São Paulo. Opta-se pelo ecoletramento como um visor para a leitura desta formação. Os documentos, objeto de estudo: Projeto Pedagógico da escola, o Plano de Ensino e o Diário de Classe de um 5° Ano do Ensino Fundamental. Após a pré- análise procedeuse à análise preliminar indicando: (1) o contexto de produção do documento; (2) autor/autores; (3) autenticidade e confiabilidade dos documentos; (4) natureza do texto; (5) conceitos chave e lógica interna do texto. Na etapa seguinte, efetuou-se a análise interpretativa com o objetivo de identificar e configurar como se processa a formação ambiental nessa escola do campo. Os resultados indicaram a presença do discurso da formação ambiental que se revela por meio de elementos chave (palavras e sentenças) que dialogam com as bases do ecoletramento. Esses elementos perpassam todo o discurso do Projeto Pedagógico, porém no Plano de Ensino e Diário de Classe, que são perspectivas para orientar diretamente as ações pedagógicas, observou-se uma entrada mais pontual e específica em Ciências e Geografia. Pode-se inferir que, como o Projeto Pedagógico tem um discurso mais abrangente e ideológico de acordo com os apontamentos da formação ambiental, tal como se preconiza na política pública para a educação do campo, os elementos do discurso ambiental são mais explícitos, ordenados . Já para os outros dois documentos, mesmo que um seja focalizado no aspecto técnico e orgânico do currículo (Plano de Ensino) e outro seja o espelho da rotina diária da sala de aula (Diário de Classe) o discurso da formação ambiental tornase menos denso e mais fragmentado. A questão da pesquisa é respondida, ao mesmo tempo, em que coloca o ecoletramento não apenas como um visor para a formação ambiental na educação do campo, mas como um possível construto prático, teórico e metodológico para o currículo.
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Goff, Lori Schultz. "Public Elementary School Teachers' Experiences With Implementing Outdoor Classrooms." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5624.

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Children experience limited time outdoors and have few opportunities for outdoor learning in schools, putting them at risk for being unprepared to engage in solving environmental and societal problems. Researchers have examined outdoor learning at the preschool and high school levels; elementary school experiences have been explored less frequently. Guided by a conceptual framework informed by social emotional learning (SEL), ecological literacy, and teacher self-efficacy, this study investigated public school elementary teachers' experiences with outdoor classrooms including barriers and supports to creating and using outdoor classrooms. A qualitative design using in-depth interviews with interpretive phenomenological analysis techniques was conducted with 9 elementary teachers who had at least 2 years of recent experience working with outdoor classrooms in the U. S. Pacific Northwest. Thematic analysis of interview data, using a combination of a priori and open coding, identified primary themes related to academic rigor, district policies and budgets, and motivations for teaching ecoliteracy. Barriers including a lack of time and money needed to teach effectively using outdoor classrooms and the need for a stronger integrated curriculum that connects SEL, environmental education, and Next Generation Science Standards (NGSS) emerged as areas of concern. Recommendations based on these findings include ecoliteracy professional development for teachers which may contribute to positive social change by increasing teacher understanding of and involvement with outdoor learning and the integration of ecoliteracy in the pedagogy of K-6 programs.
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Coleman, Cynthia Christina. "Unearthing an educator's ecological niche: A heuristic inquiry." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/27.

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The purpose of this study is to better understand how the natural environment influences who we have become as adults. Recognizing the importance of childhood experiences, with and within nature, the intent of this study is to interpret the essential meanings associated with these experiences and how these, in turn, are situated in our beliefs and relationship with nature. The targeted respondents for the study were all K-12 educators teaching in schools in Central California. The driving research question is stated as In what ways do childhood experiences with and within the natural environment impact who we are as adults? Three sub-questions were also explored: What personal meanings are associated with childhood memories and experiences of being with and within the natural environment? In what ways do individuals assimilate childhood experiences of the natural environment into their adult beliefs about their relationship with nature? In what ways does the exploration of early childhood nature experiences affect the decision to become environmental advocates? Moustakas' (1990) six-stage heuristic inquiry process was adhered to. The initial data collection began within myself, the researcher. Aspects of the experience, which became the collected data by means of conversations with co-researchers, journal writing, and other personal documents, were filtered by way of my own self-inquiry, sense of eco-literacy and experience with my childhood experiences with and within the natural environment. From the organization and analysis I have derived the essential elements of the experience. Nature as the common denominator, Nature awakens inner passions, Nature as lived through a relational awareness, Nature experiences support and guide our every day lives, and Nature stimulates a child's potential were the key thematic elements that embraced my own experience and that of my co-researchers.
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Fletcher, Rebecca, and fletcherette@hotmail com. "The child in nature." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070418.102156.

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There is little research on the young child's experience of the natural environment. Due to the increase in urbanisation, indoor recreation and indoor schooling many young children have become isolated from the natural environment. A love for nature and a sense of wonder in nature is being lost in the hurried childhood. This loss of access to nature impacts on the child's health and wellbeing, sense of connection and environmental literacy. This research study explores how Melbourne preschool children experience and use nature through the environments provided to them in the preschool program. The main environment is naturally the preschool play yard; however, as excursions also form part of the curriculum, the child's visit to the Royal Botanic Gardens and the Ian Potter Foundation Children's Garden forms part of this experience. Six case studies of Melburnian preschool children have been developed as a means to capture and communicate the interactions of individual children. Each of the six case studies present a child or pair of children 'in the moment,' as a snap shot of ecological learning and play behaviour and are presented as six stories, which allow the child's individual character and unique experience of nature to be expressed. Issues and behaviours evident in the children's interactions are then discussed through a framework of the seven ways of interacting in nature, which emerges from the demonstrations of these children. This information was collected using research techniques in observation; structured observations using time sampling and behaviour mapping; participating in conversations with children and collecting anecdotal observations and children's artwork. The case studies provide insight into childhood interactions with the natural environment and the levels of engagement experienced by children, with nature. The six stories, alongside topical literature, form the basis for deep discussion on the observed ways of interacting with nature.
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Books on the topic "Ecoliteracy"

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Kahn, Richard V. Critical pedagogy, ecoliteracy, & planetary crisis: The ecopedagogy movement. New York: Peter Lang, 2010.

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1969-, Kahn Richard V. Critical pedagogy, ecoliteracy, and planetary crisis: The ecopedagogy movement. New York: Peter Lang, 2010.

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Ecoliteracy, Center for. Guide to ecoliteracy: A new context for school restructuring. Berkerly: Center for Ecoliteracy, 1999.

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1959-, Bennett Lisa, and Barlow Zenobia, eds. Ecoliterate: How educators are cultivating emotional, social, and ecological intelligence. San Francisco: Jossey-Bass, 2012.

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Fritjof, Capra, and Elmwood Institute, eds. Guide to ecoliteracy: A new context for school restructuring. Berkeley, Calif: Elmwood Institute, 1993.

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Ed, Cindie Ogata M. Why Ecoliteracy Now! for a Clean, Green Beautiful Future: Environmental Literacy - the Why Behind Place Based and Outdoor Experiential Learning. Independently Published, 2019.

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Ruffin, Kimberly N. Black on Earth: African American Ecoliterary Traditions. University of Georgia Press, 2010.

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Black on Earth: African American Ecoliterary Traditions. University of Georgia Press, 2010.

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Ruffin, Kimberly N. Black on Earth: African American Ecoliterary Traditions. University of Georgia Press, 2010.

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Goleman, Daniel, Lisa Bennett, and Zenobia Barlow. Ecoliterate: How Educators Are Cultivating Emotional, Social, and Ecological Intelligence. Wiley & Sons, Incorporated, John, 2012.

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Book chapters on the topic "Ecoliteracy"

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Hempel, Monty. "Ecoliteracy: Knowledge Is Not Enough." In State of the World 2014, 41–52. Washington, DC: Island Press/Center for Resource Economics, 2014. http://dx.doi.org/10.5822/978-1-61091-542-7_4.

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Stone, Michael K. "Ecoliteracy and Schooling for Sustainability." In EarthEd, 35–47. Washington, DC: Island Press/Center for Resource Economics, 2017. http://dx.doi.org/10.5822/978-1-61091-843-5_3.

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Geriguis, Lina. "Ecoliteracy and Edith Wharton: The Ecosomatic Paradigm and the Poetics of Paratexts in Ethan Frome." In Teaching Edith Wharton’s Major Novels and Short Fiction, 225–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52742-6_15.

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Cole, David, Ryan Pereira, and James Spray. "Gamification and Virtual Reality for Communicating Ecoliteracy and Climate Science: Carbon Transport in the Essequibo River at Iwokrama Guyana." In Transforming Society and Organizations through Gamification, 151–80. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68207-1_9.

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Gatta, John. "Meditation on the Creatures: Ecoliterary Uses of an Ancient Tradition." In Early Modern Ecostudies, 181–92. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230617940_11.

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"Ecoliteracy." In Encyclopedia of Quality of Life and Well-Being Research, 1775. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_101072.

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Albing, Kate. "Eating for ecoliteracy." In Nurturing Nature and the Environment with Young Children, 93–104. Routledge, 2019. http://dx.doi.org/10.4324/9780429264672-9.

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Tapadinhas, H. "Geology as a pedagogical reserve for critical ecoliteracy." In Para aprender com a Terra: memórias e notícias de Geociências no espaço lusófono, 17–24. Imprensa da Universidade de Coimbra, 2012. http://dx.doi.org/10.14195/978-989-26-0533-3_1.

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Lopez-Leon, R., and A. G. Encino-Muñoz. "Ecoliteracy: Shaping the design process from a systems-based perspective." In Research & Education in Design: People & Processes & Products & Philosophy, 57–64. CRC Press, 2020. http://dx.doi.org/10.1201/9781003046103-7.

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Conference papers on the topic "Ecoliteracy"

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Hernawan, Hernawan, Ruhaliah Ruhaliah, Agus Suherman, and Haris Santosa Nugraha. "Sundanese Culture-based Ecoliteracy." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.88.

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Sholeh, Muh. "Geography Lesson Development based Ecoliteracy." In lst International Cohference on Geography and Education (ICGE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icge-16.2017.70.

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Inclezan, Daniela, and Luis Pradanos. "Promoting ecoliteracy in an introductory database systems course." In the 45th ACM technical symposium. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2538909.

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Margi, I., and Luh Sendratari. "Kayoman youth ecoliteracy movement: from tradition to education." In Proceedings of the 2nd International Conference on Law, Social Sciences and Education, ICLSSE 2020, 10 November, Singaraja, Bali, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.10-11-2020.2303431.

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Supriatna, Nana. "Local Wisdom In Constructing Students' Ecoliteracy Through Ethnopedagogy And Ecopedagogy." In 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.28.

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Gunansyah, Ganes, Ulhaq Zuhdi, Tri W. Setyaningrum, and Bekti Bernardi. "Teacher’s Perceptions of Ecoliteracy Practice to Sustainable Communities in Primary Schools." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.078.

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Desfandi, Mirza, Enok Maryani, and Disman Disman. "Enhancing the Role of Early Childhood Education Institution in an Effort to Grow Ecoliteracy." In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.54.

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Adela, Dhea, Sukarno Sukarno, and Mintasih Indriayu. "Integration of Environmental Education at the Adiwiyata Program Recipient School in Growing Ecoliteracy of Students." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.11.

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Nadiroh, Komarudin Sahid, Shahibah Yuliani, and Uswatun Hasanah. "The Effect of Gender, Ecoliteracy and Environmental Culture to Social Support in Order to Prevent Human Trafficking." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.18.

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Sholihah, Nuni Ruqiyyatus, Sapriya Sapriya, Nana Supriatna, and Kokom Komalasari. "Ecoliteracy of Elementary School Students in Social Studies: In Online Learning During the Pandemic of COVID 19." In 2nd International Conference on Social Sciences Education (ICSSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210222.016.

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