Journal articles: 'Ecological literacy'

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Orr, David W. "Ecological Literacy." Conservation Biology 3, no. 4 (December 1989): 334–35. http://dx.doi.org/10.1111/j.1523-1739.1989.tb00238.x.

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Boehnert, Jody. "Visualising Ecological Literacy." Architectural Design 82, no. 4 (July 2012): 34–37. http://dx.doi.org/10.1002/ad.1425.

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Anderson, Elizabeth C. "Ecological Literacy and Caring." BioScience 42, no. 6 (June 1992): 396–97. http://dx.doi.org/10.2307/1311855.

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Anderson, E. C. "Ecological Literacy and Caring." BioScience 42, no. 6 (June 1, 1992): 396–97. http://dx.doi.org/10.1093/bioscience/42.6.396-b.

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Rifkin, William D. "An Ecological Literacy Workshop." Bulletin of Science, Technology & Society 13, no. 5 (October 1993): 273–76. http://dx.doi.org/10.1177/027046769301300507.

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Goodwin, Timothy. "Educating for Ecological Literacy." American Biology Teacher 78, no. 4 (April 1, 2016): 287–91. http://dx.doi.org/10.1525/abt.2016.78.4.287.

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Based on the life experiences of six prominent environmental voices – Fritjof Capra, David Quammen, Brian McLaren, Douglas Wood, Sylvia Earle, and Louise Chawla – I recommend changes in curriculum content for general science courses, specifically biology courses, to increase the ecological identity of our next generation. Experiences that allowed these individuals to develop an emotional connection to the natural world were an important component of their ecological identity. Coupling outdoor experiences with the development of systemic and ecological thinking skills was also crucial. Changing the science curriculum to reflect more holistic and systemic thinking by integrating with humanities and reflective practices is a necessary step to create a population with a highly developed ecological identity.

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Ortoleva, Matthew. "Let's Not Forget Ecological Literacy." Literacy in Composition Studies 1, no. 2 (October 15, 2013): 66–73. http://dx.doi.org/10.21623/1.1.2.5.

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H, Indu, Seetha Lakshmi T, and Hashini Boaby K. "DEVELOPING ECOLOGICAL LITERACY AMONG CHILDREN." Kongunadu Research Journal 4, no. 1 (June 30, 2017): 10–11. http://dx.doi.org/10.26524/krj164.

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Today mankind faces numerous problems related to physical, emotional and social aspects. One of the major causes is moving away from our mother nature. We face deforestation, climatic changes, biodiversity, environmental degradation, inequitable access to natural resources and the movement of hazardous materials in different parts of the world and many other issues. Ecological literacy is the ability to understand the natural systems that make life on earth possible. To be an ecoliterate means understanding the ecosystem and using this knowledge for creating sustainable human community. In simple terms, ecoliteracy is being aware of this beautiful, bountiful and mysterious environment. This sense of loving nature has to start from the childhood stage. The children should be reconnected to the natural environment and many activities can be designed with this view. This paper deals with the various ways of developing ecological literacy among children.

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Charles, Cheryl. "Ecological literacy is not enough." International Research in Geographical and Environmental Education 5, no. 2 (January 1996): 133–35. http://dx.doi.org/10.1080/10382046.1996.9965000.

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Bowers, C. A. "The Cultural Dimensions of Ecological Literacy." Journal of Environmental Education 27, no. 2 (January 1996): 5–10. http://dx.doi.org/10.1080/00958964.1996.9941452.

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Syverson, Peg. "An ecological view of literacy learning." Literacy 42, no. 2 (July 2008): 109–17. http://dx.doi.org/10.1111/j.1741-4369.2008.00491.x.

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Camino, E., C. Vellano, and G. Badino. "New paths for an ecological literacy." Global Bioethics 20, no. 1-4 (January 2007): 25–52. http://dx.doi.org/10.1080/11287462.2007.10800665.

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Colucci-Gray, Laura, Elena Camino, Giuseppe Barbiero, and Donald Gray. "From scientific literacy to sustainability literacy: An ecological framework for education." Science Education 90, no. 2 (March 2006): 227–52. http://dx.doi.org/10.1002/sce.20109.

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Amantayeva, A. K., Zh B. Childibayev, and Zh A. Lakhbayeva. "ECOLOGICAL COMPETENCE OF THE TEACHER BASICS FORMATION OF ECOLOGICAL CULTURE STUDENTS." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 210–15. http://dx.doi.org/10.51889/2020-1.1728-5496.38.

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The article considers the importance of the formation of ecological culture of future specialists, its components and possible ways of formation for each member of society. Environmental science as an aspect environmental literacy mankind, one of the main tasks environmental education is the formation of human environmental literacy, which is based on human cognitive activity and assumes the possibility applying the acquired knowledge in everyday life and solving current environmental problems. At the same time, environmental competence is one of the main indicators in the formation environmental culture. In order to reveal the essence of the word «ecological culture» the definition many scientists and teachers is recommended.

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Pitman, Sheryn D., Christopher B. Daniels, and Paul C. Sutton. "Ecological literacy and psychographics: lifestyle contributors to ecological knowledge and understanding." International Journal of Sustainable Development & World Ecology 25, no. 2 (May 23, 2017): 117–30. http://dx.doi.org/10.1080/13504509.2017.1333047.

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Kineman, John J., and Roberto Poli. "Ecological Literacy Leadership:Into the Mind of Nature." Bulletin of the Ecological Society of America 95, no. 1 (January 2014): 30–58. http://dx.doi.org/10.1890/0012-9623-95.1.30.

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Lemons, John. "Ecological Literacy and the University Ecological Literacy: Education and the Transition to a Postmodern World David W. Orr." BioScience 42, no. 9 (October 1992): 708–9. http://dx.doi.org/10.2307/1312179.

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주은정. "The Meaning of Ecological Literacy in Elementary Education." Korean Journal of Elementary Education 27, no. 2 (June 2016): 417–32. http://dx.doi.org/10.20972/kjee.27.2.201606.417.

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O’Sullivan, Mark, Keith Davids, Carl T. Woods, Martyn Rothwell, and James Rudd. "Conceptualizing Physical Literacy within an Ecological Dynamics Framework." Quest 72, no. 4 (August 21, 2020): 448–62. http://dx.doi.org/10.1080/00336297.2020.1799828.

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张, 瑞云. "Research Status of Ecological Civilization Literacy in China." Advances in Environmental Protection 08, no. 01 (2018): 36–42. http://dx.doi.org/10.12677/aep.2018.81005.

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Martin, Peter. "Teacher qualification guidelines, ecological literacy and outdoor education." Journal of Outdoor and Environmental Education 12, no. 2 (October 2008): 32–38. http://dx.doi.org/10.1007/bf03400868.

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Rahmadiani, Rahmadiani, Sugeng Utaya, and Syamsul Bachri. "Ecological Literacy Siswa SMA Adiwiyata dan Non Adiwiyata." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, no. 4 (April 16, 2019): 499. http://dx.doi.org/10.17977/jptpp.v4i4.12306.

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<pre>Abstract: This study aims to compre the ecological literacy of students in adiwiyata and non adiwiyata schools. This study uses a quantitative approach. The sample in this study was grade XI students at SMAN 2 Malang, SMAN 4 Malang and SMAN 9 Malang. The sampling technique uses purposive sampling. Data analysis using one-way ANOVA test analiysis. This study obtained results: (1) there are differences in environmental knowledge in adiwiyata and non adiwiyata high schools, (2) there are differences in environmental care attitudes of students in adiwiyata and non adiwiyata high schools, and (3) there are no differences in students’ skills in preventing environmental damage in adiwiyata and non adiwiyata high school</pre>Abstrak: Penelitian ini bertujuan untuk mengetahui perbandingan ecologoical literacy siswa pada sekolah adiwiyata dan non adiwiyata. Penelitian ini menggunakan pendekatan kuantitatif. Sampel pada penelitian ini siswa kelas XI di SMAN 2 Malang, SMAN 4 Malang dan SMAN 9 Malang. Teknik penentuan sampel menggunakan purposive sampling. Analisis data menggunakan analisis uji anova satu jalur (one way anova). Penelitian ini memperoleh hasil (1) terdapat perbedaan pengetahuan lingkungan pada SMA adiwiyata dan non adiwiyata, (2) terdapat perbedaan sikap peduli lingkungan siswa pada SMA adiwiyata dan non adiwiyata, dan (3) tidak terdapat perbedaan keterampilan sis

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Bilianska, Mariia, and Olga Yaroshenko. "ABILITY TO FOSTER SCHOOLCHILDREN’S ECOLOGICAL LITERACY AS A RESULT OF PROSPECTIVE BIOLOGY TEACHERS’ PROFESSIONAL TRAINING." Problems of Education in the 21st Century 78, no. 6 (December 5, 2020): 907–19. http://dx.doi.org/10.33225/pec/20.78.907.

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An important role in preventing the negative effects of human impact on the environment is played by environmental literacy, which is connected with developing the ability to use natural resources wisely and reduce waste as well as awareness of the role of the environment for safe and healthy living. The scientific studies on formation of students’ ecological literacy were analyzed. It was revealed that the current state of training future Biology teachers for developing students’ environmental literacy is not efficient. Ability of prospective Biology teachers to form students’ ecological literacy is identified by the unity of value, cognitive and procedural components. Theoretical substantiation of the technology of training future Biology teachers for increasing students’ ecological literacy is carried out. The peculiarity of the technological process is the study of the elective courses “Conducting Ecological Pedagogical Activities”, “Technologies of Environmental Education and Upbringing”, “Methods of Teaching Ecology”, use of interactive teaching methods, combination of training sessions, independent work, practical training, and control measures. Criteria for the formation of each component are students' attitude to the environment and its preservation, the level of knowledge acquisition, the level of mastery of the methods of developing school students’ environmental literacy. A three-level approach to evaluating the results was used. The average level of formation of each component dominated. During the experimental training, statistically significant positive changes in the formation of each component took place. This confirms the feasibility of further implementation of the technology. Keywords: ecological literacy, elective courses, environmental upbringing, pre-service biology teachers

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Shevock, Daniel J., and Vincent C. Bates. "A Music Educator’s Guide to Saving the Planet." Music Educators Journal 105, no. 4 (June 2019): 15–20. http://dx.doi.org/10.1177/0027432119843318.

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As music educators, we always teach much more than the musical concepts and skills outlined in music curriculum standards. In this article, we discuss how music teachers can address what we believe is the most pressing issue of our time: environmental degradation. We first outline some specifics of ecological literacy in music education. This will include discussion of some songs that could form the center of a music curriculum for increasing ecological literacy. Next, we discuss cultivating ecological literacy using local musical practices and sounds of nature. Finally, we share an example of soundscape pedagogy aimed at increasing awareness of and propensities to care for the natural environment and ecological diversity. These components, singing, songwriting, and soundscape composition, are recommended as part of an overall creative pedagogical approach.

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Hovden, Katarina. "The Best Is Not Good Enough: Ecological (Il)literacy and the Rights of Nature in the European Union." Journal for European Environmental & Planning Law 15, no. 3-4 (January 31, 2018): 281–308. http://dx.doi.org/10.1163/18760104-01503004.

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The Union has outlined a quasi-ecological vision for “living well, within the planet’s ecological limits” in 2050. To date, there is little evidence to suggest that the Union is paving the way for realising said vision. This article introduces the ecological legal approach and the rights of nature as a manifestation of ecological law. Thereafter, it reflects on the ecological (il)literacy of the Union’s approach to the sustainability crisis. Based on a civil society proposal for a Draft eu Directive on the Rights of Nature, the article offers an initial assessment of whether the rights of nature “speak to” any of the ecological shortcomings identified, and whether it might impute (elements of) ecological literacy into the Union’s governance approach.

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김영미. "Teaching Ecological Literacy to Young Adult Readers through Hatchet." Literature and Environment 14, no. 3 (December 2015): 7–30. http://dx.doi.org/10.36063/asle.2015.14.3.001.

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de Brito Miranda, Ana Célia, Zélia Jófili, and Ana Maria dos Anjos Carneiro-Leão. "Ecological literacy – preparing children for the twenty-first century." Early Child Development and Care 187, no. 2 (October 26, 2016): 192–205. http://dx.doi.org/10.1080/03004430.2016.1226353.

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Hammarsten, Maria, Per Askerlund, Ellen Almers, Helen Avery, and Tobias Samuelsson. "Developing ecological literacy in a forest garden: children’s perspectives." Journal of Adventure Education and Outdoor Learning 19, no. 3 (September 20, 2018): 227–41. http://dx.doi.org/10.1080/14729679.2018.1517371.

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Casper, Anne Marie A., and Meena M. Balgopal. "Conceptual change in natural resource management students’ ecological literacy." Environmental Education Research 24, no. 8 (July 17, 2017): 1159–76. http://dx.doi.org/10.1080/13504622.2017.1350830.

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Saito, Carlos Hiroo. "Environmental Education and Biodiversity Concern: Beyond the Ecological Literacy." American Journal of Agricultural and Biological Sciences 8, no. 1 (January 1, 2013): 12–27. http://dx.doi.org/10.3844/ajabssp.2013.12.27.

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Eisenberg, Cristina. "The eco‐cultural roots of environmental and ecological literacy." Ecology 99, no. 11 (August 7, 2018): 2630–31. http://dx.doi.org/10.1002/ecy.2458.

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McBride, B. B., C. A. Brewer, A. R. Berkowitz, and W. T. Borrie. "Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here?" Ecosphere 4, no. 5 (May 2013): art67. http://dx.doi.org/10.1890/es13-00075.1.

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Prastiwi, Lenny, Diana Vivanti Sigit, and Rizhal Hendi Ristanto. "Ecological Literacy, Environmental Awareness, Academic Ability and Environmental Problem-Solving Skill at Adiwiyata School." Indonesian Journal of Science and Education 3, no. 2 (October 29, 2019): 82. http://dx.doi.org/10.31002/ijose.v3i2.1114.

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<div class="WordSection1">This study aimed to analyze ecological literacy, environmental awareness, academic ability, and environmental problem-solving skill at the Adiwiyata schools in Tangerang City. The research method used descriptive quantitative with survey technique. The respondents consisted of 245 students of class XI Science from three Adiwiyata Senior High Schools in Tangerang City. The instruments used in this study were tests and questionnaires. Ecological literacy was measured using multiple choice tests and questionnaires, environmental awareness was measured using a questionnaire, academic ability was measured by using the total national exam scores of students when in Junior High School, and environmental problem-solving skill was measured using essay tests. The results showed that the majority of students had ecological literacy scores with basic categories, environmental awareness scores with very good categories, academic ability scores with moderate categories, and scores for environmental problem-solving skill with enough categories. Based on the results of the study, other schools are expected to also be able to implement the Adiwiyata program so that students can develop ecological literacy, environmental awareness, academic ability and environmental problem solving skills. Keywords: Academic Ability, Ecological Literacy, Environmental Awareness, Problem-Solving Skills. </div>

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Moghadam, Talie Tohidi, and Mahmoud Feizabadi. "Increasing Ecological Capacity by Designing Ecological High Rise Buildings." Open House International 43, no. 4 (December 1, 2018): 94–104. http://dx.doi.org/10.1108/ohi-04-2018-b0010.

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This study provides insight into using ecological design principles in designing high-rise buildings for increasing the ecological capacity of a region. It is a descriptive-analytical survey, which starts with the literacy of the subject, and continues by analyzing successful ecologically designed case studies around the world and notes that by using ecological design principles in designing high-rise buildings, can increase the ecological capacity of a region in order to meet its occupant needs. It indicates that by the industrialization of cities, due to population growth, the value of the land and lack of it for growing population to be settled in, designing high-rise buildings may be the best solution to solve the problem. Moreover, the importance of designing high-rise buildings based on ecological principles has been highlighted by environmental pollution, natural hazards and endangered ecosystems. The ecological design for high-rise buildings is becoming more and more important considering environmental issues. This approach is routed in remaking the natural relationships in ecosystems. The most important feature of nature which can be used in ecological design is its power of reconstruction and rehabilitation. So we can reach an ecosystem in scale of a high-rise building which imitates nature in all its aspects.

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Lebo, Nelson, Chris Eames, Richard Coll, and Katherine Otrel-Cass. "Toward Ecological Literacy: A Permaculture Approach to Junior Secondary Science." Australian Journal of Environmental Education 29, no. 2 (December 2013): 241–42. http://dx.doi.org/10.1017/aee.2014.9.

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AbstractEnvironmental, economic, and social trends suggest the need for more sustainable ways of thinking and patterns of behaviour. Such a shift would require humanity to function at high levels of ecological literacy, which relies on a certain amount of scientific literacy. However, troubling evidence indicates an international pattern of student disengagement with science at the secondary level. Evidence also suggests that it is difficult to integrate environmental or sustainability education at this level, both within New Zealand and elsewhere. This research was aimed at examining the use of a novel approach, using permaculture, in junior secondary science (Years 9 and 10) to enhance students’ ecological and scientific literacy, as well as their attitudes toward studying science in school.Permaculture is an ecological design system based on science and ethics. A permaculture approach to science education involves eco-design thinking, as well as the use of local permaculture properties and practitioners, and the science behind common permaculture practices. The approach is also meant to be relevant and engaging, and to promote systems thinking. This study involved the design and delivery of an intervention based on permaculture principles to one Year 10 science class in New Zealand.Research took the form of a naturalistic, interpretive, mixed methods case study, which included the use of questionnaires, interviews, and observations. Data collection focused on the impacts of a permaculture approach on the teaching and learning of science, on students’ ecological literacy, and on students’ attitudes toward learning science in school. Pre- and post-intervention questionnaires probed students’ opinions on the environment, science, and learning science in school, and tested their sustainable thinking and systems thinking with concept mapping and SOLO Taxonomy exercises. Classroom observations took place over the course of 12 weeks, on average 3 days per week, totalling 31 days. Before and after some classroom visits, I had informal conversations with the teacher, along with three formal interviews before, during and after the intervention. Three focus groups of students were interviewed immediately following the intervention.Findings show that a permaculture approach to junior secondary science can impact positively on students’ understanding of science and sustainability, and may impact on their attitudes toward studying science in school. It also appeared to impact positively on the science teacher'sattitude toward including sustainability in his teaching practice, and on his own sustainability learning. Regarding both students and teachers, a permaculture approach appears to have been effective to cultivate attitudes and trellis learning.The teacher and the students responded favourably to many aspects of the intervention, including the overall focus on the environment, the field trips, and some classroom learning activities. The teacher reported appreciating the way the intervention contextualised science with real world examples. Most students reported appreciating the experiential aspects of the intervention, as well as the relevance that a permaculture approach to science education provided. Findings indicate that advances in ecological and scientific literacy varied among students. Some students appeared to: improve their use of science and sustainability vocabulary; become more aware of select socio-scientific issues; better recognise scientific and ecological limits and possibilities. Some students also showed advances in sustainable thinking and systems thinking. Although many students expressed concern about issues such as pollution, wildlife, and genetic engineering — and prioritised protecting the environment over making money — there appeared to be a disconnect between these feelings and a sense of personal responsibility to act. Most students reported enjoying learning science with a focus on the environment, with one cohort indicating much greater enjoyment of the permaculture approach than their usual level of enjoyment of learning science in school.Trends in environmental degradation, population growth, energy inflation, and economic stagnation — especially pronounced since the beginning of this inquiry in 2008 — indicate that the world of the future will require ecologically literate citizens who can design and create truly sustainable systems for all human endeavors. Cultivating such citizens, and trellising their science and sustainability learning has implications for science education. This thesis identifies an innovative approach for junior secondary science in New Zealand that provides a way towards a more sustainable future.

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Indri Safitri, Wulan, Evi Suryawati, and Yustina Yustina. "Environmental Literacy Analysis of Junior High School Students in Pekanbaru." Journal of Educational Sciences 4, no. 1 (January 27, 2020): 116. http://dx.doi.org/10.31258/jes.4.1.p.116-123.

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This study aims to determine the environmental literacy profile of junior high school students in Pekanbaru, Indonesia. This study used a survey method with sampling technique by cluster random sampling. The survey was conducted by performing a Test Question and a Middle School Environment Literacy Survey (MSELS) to 372 students. The parameters of this study consisted of ecological knowledge, cognitive skills, attitudes and behavior. The data analysis technique was in the form of descriptive analysis using the average score of achievement of each parameter. The results of this study indicate that the environmental literacy of junior high school students in the Pekanbaru obtained an average value of 61 (with range of 100). The achievement of environmental literacy parameters for ecological knowledge, cognitive skills, attitudes and behaviors amounted to 48, 29, 73 and 71, respectively. Environmental literacy of junior high school students in Pekanbaru is included in the medium category where knowledge and attitudes contribute to environmental literacy.

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Dukh, Olha, Oksana Halahan, and Ilona Mykhaliuk. "REALIZATION OF THE NON-FORMAL YOUTH ECOLOGICAL EDUCATION IN THE FUNCTIONING OF PUBLIC ORGANIZATIONS." Scientific bulletin of KRHPA, no. 10 (2018): 144–51. http://dx.doi.org/10.37835/2410-2075-2018-10-14.

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The article highlights the peculiarities of the realization of non-formal youth ecological education which is performed through the functioning of public environmental organizations and is characterized by increasing interest, interaction with educational institutions, close cooperation with environmental organizations, orientation towards the resolution of regional and global environmental problems. The scheme of realization of non-formal youth ecological education in the functioning of public environmental organizations through the mutual practice with educational institutions in ecologization of cultural and educational space, organization of environmental volunteerism, education, tourism, which will encourage young people to ecologically oriented activities, is presented in the given paper. The experience of public organization «Kremenets Ecological League» in the implementation of such educational activities is described in the article in particular art eco-workshop, ecological photo-workshop, training «Ecological education of the public» and the course «Computer literacy».

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최소영 and Kee Dae Kim. "Effects on Ecological Literacy of Middle School Students by Ecological Education Programs Based on the Ecological Principles of Capra." Teacher Education Research 58, no. 4 (December 2019): 527–38. http://dx.doi.org/10.15812/ter.58.4.201912.527.

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Prastiwi, Lenny, Diana Vivanti Sigit, and Rizhal Hendi Ristanto. "HUBUNGAN ANTARA LITERASI EKOLOGI DENGAN KEMAMPUAN MEMECAHKAN MASALAH LINGKUNGAN DI SEKOLAH ADIWIYATA KOTA TANGERANG." Jurnal Pendidikan Matematika dan IPA 11, no. 1 (January 24, 2020): 47. http://dx.doi.org/10.26418/jpmipa.v11i1.31593.

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The environmental problem-solving skill is influenced by many factors, including ecological literacy. This study aims to analyze the relationship between ecological literacy and environmental problem-solving skill in the Adiwiyata school of Tangerang City. The research method that used was quantitative descriptive with survey technique. The number of respondents consisted of 245 students of grade 11th Science from three Adiwiyatas' Senior High Schools in Tangerang City. Ecological literacy was measured by using test and questionnare, while the environmental problem-solving skill was measured using an essay test. The results showed that there was a weak positive relationship through the regression model Ŷ = -18,084 + 0,877X. The correlation coefficient obtained was 0.382 and the determination coefficient was 14.6%. The higher score of the ecological literacy, so the students' environmental problem-solving skill will be better. Based on the results of the study, other schools also need to implement Adiwiyata programs in order to ecological literacy and students' environmental problem-solving skills could be better.ABSTRAKKemampuan memecahkan masalah lingkungan dipengaruhi oleh berbagai faktor, termasuk literasi ekologi. Penelitian ini bertujuan untuk menganalisis hubungan antara literasi ekologi dengan kemampuan memecahkan masalah lingkungan di sekolah Adiwiyata, Kota Tangerang. Metode penelitian yaitu deskriptif kuantitatif dengan teknik survey. Jumlah sampel pada penelitian ini sebanyak 245 kelas 11 IPA yang berasal dari 3 sekolah Adiwiyata di Kota Tangerang. Literasi ekologi diukur dengan menggunakan tes dan kuesioner, sementara kemampuan memecahkan masalah lingkungan diukur dengan menggunakan tes essai. Hasil penelitian menunjukkan bahwa terdapat hubungan dengan tingkatan yang lemah melalui model regresi Ŷ = -18,084 + 0,877X. Koefisien korelasi yang diperoleh sebesar 0.382 dan koefisien determinasi sebesar 14.6%. Semakin tinggi skor literasi ekologi maka kemampuan memecahkan masalah lingkungan siswa akan semakin baik. Berdasarkan hasil penelitian, sekolah lain perlu mengimplementasikan Program Adiwiyata sebagai upaya agar terbentuk literasi ekologi dan kemampuan memecahkan masalah lingkungan yang lebih baik.Kata kunci: sekolah Adiwiyata, literasi ekologi, lingkungan, kemampuan memecahkan masalah

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Mueller, Mike. "EcoJustice as Ecological Literacy is Much More than Being “Green!”." Educational Studies 44, no. 2 (October 6, 2008): 155–66. http://dx.doi.org/10.1080/00131940802368489.

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Cutter-Mackenzie, Amy, and Richard Smith. "Ecological literacy: the ‘missing paradigm’ in environmental education (part one)." Environmental Education Research 9, no. 4 (November 2003): 497–524. http://dx.doi.org/10.1080/1350462032000126131.

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Albracht, Carolyn. "Ecological Responsibility, Landscape Literacy, and the Aesthetic Awareness of Place." Great Plains Research 29, no. 1 (2019): 25–32. http://dx.doi.org/10.1353/gpr.2019.0003.

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Sherlock, Wallace J. "Cross-Cultural Ecological Literacy: A Russian Experiment With Antaean Literature." Journal of Environmental Education 34, no. 2 (January 2003): 36–38. http://dx.doi.org/10.1080/00958960309603498.

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Karyanto, Puguh, Idhun Prasetyo Riyadi, and Baskoro Adi Prayitno. "The Ecological Literacy of Prospective Teacher at Sebelas Maret University." Journal of Education and Learning (EduLearn) 12, no. 2 (May 1, 2018): 287. http://dx.doi.org/10.11591/edulearn.v12i2.8057.

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Fleischer, Stuart. "Emerging beliefs frustrate ecological literacy and meaning-making for students." Cultural Studies of Science Education 6, no. 1 (August 20, 2010): 235–41. http://dx.doi.org/10.1007/s11422-010-9286-2.

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Lewinsohn, Thomas M., José Luiz Attayde, Carlos Roberto Fonseca, Gislene Ganade, Leonardo Ré Jorge, Johannes Kollmann, Gerhard E. Overbeck, et al. "Ecological literacy and beyond: Problem-based learning for future professionals." AMBIO 44, no. 2 (June 28, 2014): 154–62. http://dx.doi.org/10.1007/s13280-014-0539-2.

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Pahl, Kate, and Chloe Allan. "‘I don’t know what literacy is’: Uncovering hidden literacies in a community library using ecological and participatory research methodologies with children." Journal of Early Childhood Literacy 11, no. 2 (June 2011): 190–213. http://dx.doi.org/10.1177/1468798411401864.

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Abstract:

This article describes an ecological study in Eastside, a particular area of Rotherham, a town in the north of England, UK. The purpose of the study was to collect information about literacy practices in a community setting, focusing on a library. The researchers used an ecological approach to data collection. The methodology included approaches such as a community walk around; using Flip video cameras, to record literacy practices; an audit of leaflets and literacy materials in local shops, libraries and other places; a visual log using photographs of the library and its surroundings; and fieldnotes, including observations of parent groups and craft groups, which were written up after each visit by two researchers. Following this, a regular weekly meeting called Research Rebels was set up by a group of young people aged between 6 and 13. This was a participatory project researching literacy in the community and in the library. The project was part of a longer study assessing the impact of a community literacy project in Rotherham. Analysis of the data revealed that the children’s perceptions of literacy included some practices that were less visible to adults. We argue that an understanding of space and place is critical to recognise the way in which children inhabit and use the spaces of literacy practices.

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Ertekin, Tuba, and Çağdaş Yüksel. "The Role of Ecological Literacy Education with Academic Support in Raising Environmental Awareness for High School Students: “Enka Ecological Literacy Summer Camp Project Case Study”." Procedia - Social and Behavioral Sciences 120 (March 2014): 124–32. http://dx.doi.org/10.1016/j.sbspro.2014.02.089.

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Pitman, Sheryn D., Christopher B. Daniels, and Paul C. Sutton. "Ecological literacy and socio-demographics: who are the most eco-literate in our community, and why?" International Journal of Sustainable Development & World Ecology 25, no. 1 (November 29, 2016): 9–22. http://dx.doi.org/10.1080/13504509.2016.1263689.

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Owada, Kei, Mark Nielsen, Colleen L. Lau, Laith Yakob, Archie C. A. Clements, Lydia Leonardo, and Ricardo J. Soares Magalhães. "Determinants of Spatial Heterogeneity of Functional Illiteracy among School-Aged Children in the Philippines: An Ecological Study." International Journal of Environmental Research and Public Health 16, no. 1 (January 7, 2019): 137. http://dx.doi.org/10.3390/ijerph16010137.

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Functional literacy is one of the targets of the Sustainable Development Goals (SDGs) of the United Nations. Functional literacy indicators are likely to vary between locations given the geographical variability of its major determinants. This property poses a challenge to decisions around efficient allocation of population services and resources to mitigate the impact of functional literacy in populations most in need. Using functional literacy indicators of 11,313 school-aged children collected in 2008 during the nationwide survey, the current study examined the association between functional literacy and geographical disparities in socioeconomic status (SES), water supply, sanitation and hygiene, household education stimuli, and environmental variables in all three regions of the Philippines (Luzon, the Visayas, and Mindanao). Three nested fixed-effects multinomial regression models were built to determine associations between functional literacy and a wide array of variables. Our results showed the general prevalence rate of functional illiteracy as being 4.7%, with the highest prevalence rate in the Visayas, followed by Mindanao and Luzon (7.5%, 6.9%, and 3.0%, respectively. Our results indicated that in Luzon prevalence of functional illiteracy was explained by variation in household education stimuli scores, sources of drinking water, and type of toilet facility. In Mindanao and the Visayas prevalence of functional illiteracy was primarily explained by geographical variation in SES, and natural environmental conditions. Our study highlights region-specific determinants of functional literacy and the need for geographically targeted, integrated interventions.

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Journal articles on the topic 'Ecological literacy'

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