Gotowe bibliografie tematyczne / Ecological literacy

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji

Gotowa bibliografia na temat „Ecological literacy”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 4 lutego 2022

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Artykuły w czasopismach na temat "Ecological literacy"

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Orr, David W. "Ecological Literacy". Conservation Biology 3, nr 4 (grudzień 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, nr 4 (lipiec 2012): 34–37. http://dx.doi.org/10.1002/ad.1425.

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Anderson, Elizabeth C. "Ecological Literacy and Caring". BioScience 42, nr 6 (czerwiec 1992): 396–97. http://dx.doi.org/10.2307/1311855.

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Anderson, E. C. "Ecological Literacy and Caring". BioScience 42, nr 6 (1.06.1992): 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, nr 5 (październik 1993): 273–76. http://dx.doi.org/10.1177/027046769301300507.

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Goodwin, Timothy. "Educating for Ecological Literacy". American Biology Teacher 78, nr 4 (1.04.2016): 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, nr 2 (15.10.2013): 66–73. http://dx.doi.org/10.21623/1.1.2.5.

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H, Indu, Seetha Lakshmi T i Hashini Boaby K. "DEVELOPING ECOLOGICAL LITERACY AMONG CHILDREN". Kongunadu Research Journal 4, nr 1 (30.06.2017): 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, nr 2 (styczeń 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, nr 2 (styczeń 1996): 5–10. http://dx.doi.org/10.1080/00958964.1996.9941452.

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Rozprawy doktorskie na temat "Ecological literacy"

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Magntorn, Ola. "Reading Nature : Developing ecological literacy through teaching". Doctoral thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-8921.

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In this study the concept reading nature and its contribution to science education is discussed. Some scientific concepts relevant for reading nature are defined. Reading nature has to do with the ability to recognise organisms and relate them to material cycling and energy flow in the specific habitat which is to be read. It has to do with authenticity where the natural world that we face outside is the book to be read and the tools we have are our experiences from previous learning situations both in and out-ofdoors. The data in the study is based on the following student groups; student teachers, primary students in year 3-4 and secondary students in year 7-8. A group of experienced teachers have contributed with data regarding their views on reading nature as a goal in science education. The aims of the study are to describe how the ability to read nature can develop among the different student groups and to extract critical aspects for this developing ability. The extent to which the ability to read nature can be transferred between ecosystems and the relevance of reading nature as a goal in science education is also studied. Data was collected mainly by interviews before and after instruction. The students were interviewed outdoors and the main issues discussed in the interviews regarded the organisms and the non biological factors influencing the ecosystem, the ongoing cycles and processes in the ecosystem and finally the human influence on the ecosystem. Concept maps and video recorded field studies has supplemented the interviews in the analysis of student ability to read nature. Prior to instruction all students found it difficult to read nature. Linking ecological theory to the authentic environment seems difficult to do. The school students followed teaching sequences aiming at developing their ability to read nature. Critical aspects for developing the ability to read nature had to do with developing an ecological language including ecological terminology as well as the naming of common organisms. An experience based ecological knowledge of a few common species was for many students a helpful link between taxonomy and systems ecology. The recognition of the morphological and behavioural characters of different functional groups together with the principles of the food pyramid model and the cycling of matter were three critical aspects guiding the reading of nature in a new ecosystem. Abstract processes such as photosynthesis and natural succession were difficult to grasp for most students and the field based instruction did not seem to support this learning. There was a strong support for reading nature as a goal in science education where the outdoor aspect of ecology was stressed and the implications for this has to do with supporting the future generation of teachers to study nature in the real context.
The articles in the Ph.D. thesis are published with kind permission from International Journal of Science Education, Journal of Biological Education and NorDiNa: Nordic Studies in Science Education.
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Boehnert, Joanna Elizabeth Emma. "The visual communication of ecological literacy: designing, learning and emergent ecological perception". Thesis, University of Brighton, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566147.

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Hartman, Matthew W. "The Development of Ecological Literacy Among Novice Outdoor Leaders". Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1212762001.

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Schwartz, Elaine Gail 1944. "Weaving a postmodern tapestry: Ecological literacy, ecofeminism and curriculum theory". Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282332.

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As the 20th century comes to a close, humanity faces an unprecedented global ecological crisis. The postmodern tapestry which constitutes this dissertation is an educator's response to the crisis. My theory of Ecofeminist Literacy, a critical ecofeminist postmodern epistemology, constitutes the central design of this tapestry. The genesis of Ecofeminist Literacy represents the interweaving and synergism of diverse theoretical threads: Ecological Literacy, Ecofeminism, Critical Postmodern Hermeneutics, The Sociological Imagination, Gandhian Non-Violence, and Curriculum as a Process of Inquiry. Ecofeminist Literacy and its accompanying pedagogical theory, the Ecofeminist Inquiry Process, provide the basis for a politicized form of intentional culture change at all levels of schooling. Examples of the pedagogical implications of Ecofeminist Literacy and the Ecofeminist Inquiry Process for teacher education, professional development and education in the schools serve to further emphasize the significance of this critical ecofeminist postmodern epistemology. Ecofeminist Literacy provides a viable pathway towards a just and ecologically sustainable future for all living and non-living entities on Mother Earth.
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Cook, Emily Louina. "Measuring and Developing Ecological Literacy to Conserve the Critically Endangered". Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813561.

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The Mariana crow (Corvus kubaryi), locally and henceforth in this document called Aga, is a critically endangered species endemic to two Northern Mariana Islands. Aga are extirpated (locally extinct) on Guam but still persist on Rota. Multiple studies calculate a 93%–95% population decline over thirty years, with a recent estimate of 170 Aga on Rota. The primary reason for the decline on Rota is unknown, though predation by introduced mammals, habitat loss, and harassment are likely. The majority of research concerning Aga is in the biological sciences. The only social science survey conducted on Rota regarding Aga revealed that the majority of adult residents condone harassing Aga; yet, knowledge amongst Rota's inhabitants about bird ecology in general remains low, and youth residents were not surveyed. My study developed and implemented an avian-focused environmental education curriculum intended to increase ecological literacy, and evaluated the curriculum using social science research methods. My curriculum was based in storytelling, kinetic activities, and place-based education. I collaborated with local teachers to align the 5-lesson curriculum to science standards. Pre- and post-surveys were conducted with 18 control and 18 treatment students to gauge knowledge and attitudes in elementary students on Rota. Formative evaluations were also used to understand the preferred learning styles of students. Overall, students displayed some improvement in their avian ecological knowledge and positive attitudes towards Aga, and the treatment group improved in bird identification. Students in the treatment group increased their Aga identification by 38.8%. Notable for the treatment group, 23.5% of students thought it was okay to chase Aga in the pre-survey, yet 0% thought it was okay to in the post-survey. To save Aga from extinction, long-term environmental education initiatives are needed to raise ecological literacy, increase appreciation of these birds, and empower citizen science efforts on Rota.

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Tittley, Teresa Brewster. "Ecological literacy as a response to modernism : educational and political implications". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ43962.pdf.

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Otto, Eric. "Speculating a sustainable future science fiction and the pedagogy of ecological literacy /". [Gainesville, Fla.] : University of Florida, 2002. http://purl.fcla.edu/fcla/etd/UFE0000587.

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Parham, John. "Gerard Manley Hopkins and ecocriticism". Thesis, University of East London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298082.

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Lai, Su-Jen. "Using an ecological approach to pedagogy : taking an ethnographic stance towards EFL literacy learning". Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419100.

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Pangeti, Patricia R. R. "Towards sustainable futures : exploring ecological learning in early childhood development". Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80069.

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Thesis (MPhil)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: The end of the 20st and beginning of the 21st century is characterised by a multiplicity of ecological complexities and alterations that are impacting both nature and humankind negatively. Such ecological problems are an indicator of unsustainable living by humans in societies, with inadequate natural resources management. These ecological intricacies are exacerbated by the increasing disinterestedness and detachment of children from the marvels of the natural world resulting in the creation of generations of ecologically unconscious citizens and imbalanced ecosystems. It seems apparent that in this ecological crisis, it is the poor and, in particular, the younger generations that are most affected. In this context; how can the manifest and evolving ecological crisis be reversed? This study is an inquiry into the usefulness of ecological learning in ECD, towards developing conscious future citizens who promote sustainable and ecological balance on the earth. The core objective is to understand current trends, scope, content and methodologies involved in ecological learning and how they may assist in preparing a proecological generation. The study employs a literature review methodology to explore the concept of ecological learning in ECD; examining the application of this paradigm to the sector of ECD through an exploration of the practice of ecological learning in 2 case studies of ECD centres (the Lynedoch EcoVillage and Campus Kindergarten) that place ecological learning at the core of their practice. Using a review of literature on ecological learning and ECD and the two case studies, the study attempts to demonstrate ecological learning practices in ECD centres. The teaching and learning practices in such centres project ECD to be the primary stage whereby ultimate growth, development and learning are created and therefore a vital platform for mentoring an ecologically mindful generation of citizens. However, on the other hand, the study also observes that the scale at which ecological learning is taking place around the world is too negligible to have a large impact in producing a generation of ecologically informed citizens. The study, then, recommends a paradigm shift in the content and methodologies that prioritise ecological learning in ECD both as a way of preserving the ecology and promoting sustainable development. The study therefore suggests, (1) Underpinning ECD with transdisciplinary ecological learning within local contexts (2) Linking ecological learning to ECD may contribute to ‘just transitions’, and (3) Attending to the growing need of new ways of being that can generate connectedness and belonging in a postconsumerist society seem best inculcated at early ages.
AFRIKAANSE OPSOMMING: Die einde van die 20ste, en begin van die 21ste eeu word gekenmerk deur ’n magdom ekologiese kompleksiteite en veranderinge wat die natuur en die mensdom (meestal) negatief raak. Hierdie ekologiese probleme dui op onvollhoubare samelewings en natuurlikehulpbron-bestuur. Die ekologiese uitdagings word vererger deur kinders se toenemende onverskilligheid en afsydigheid teenoor die wonders van die natuurlike wêreld, wat generasies van ekologies onbewuste burgers, sowel as ’n ongebalanseerde ekosisteem tot gevolg het. Dit is voorts duidelik dat die huidige ekologiese krisis, laer inkomste groepe en die jonger generasie die ergste raak. Teen hierdie agtergrond, moet ons onsself afvra, hoe die onmiskenbare en ontvouende ekologiese krisis omgekeer kan word? In hierdie studie word daar ondersoek ingestel na die doeltreffendheid van ekologie in die vroeë kindontwikkelings- (VKO) stadium, om burgers op te lewer wat volhoubare en ekologiese ewewig bevorder. Die kernoogmerk is om die huidige tendense in die bestek en inhoud van, metodologieë vir ekologiese leer te verstaan; sowel as hoe dít ’n pro-ekologiese generasie help toerus. Daar word gebruik gemaak van ’n literatuuroorsig, ten einde die konsep van ekologiese-leer in VKO te ondersoek. Die praktiese toepassing daarvan in twee VKO-sentrums, naamlik die Lynedoch-ekodorp en Campus Kindergarten (CK), wat albei ekologiese leer as ’n kernaktiwiteit beskou, ondersoek. Aan die hand van die kritiese literatuuroorsig sowel as die twee gevallestudies, poog hierdie navorsing, om te toon dat VKO-sentrums toenemend ekologiese praktyke erken. Die onderrig- en leerpraktyke in sulke sentrums beskou VKO as die primêre stadium wat uiteindelike groei, ontwikkeling en leer bepaal, en dus is dit ’n uiters belangrike platform om ’n ekologies-bewuste generasie van mentorskap te voorsien. Aan die ander kant is daar ook gevind dat die skaal waarop ekologiese leer wêreldwyd plaasvind, te klein is om enige beduidende impak te hê op die skep van ’n generasie wat ingelig is oor ekologie. Daarom word daar aanbeveel dat daar ’n paradigmaverskuiwing in inhoud en metodologieë moet plaasvind om ekologiese leer in VKO te prioritiseer as ’n manier om die ekologie te bewaar sowel as volhoubare ontwikkeling te bevorder. Die studie dui op die volgende; (1) geïntegreerde leer, tesame met konsekwentheid in die aanbieding van onderwerpe, en die fasilitering van VKOonderwyseropleiding en–diens; (2) die skakel tussen ekologiese opvoeding en die bydrae wat dit tot VKO lewer; (3) om nuwe maniere te vind, waarmee daar ’n skakel gevestig, en ‘n verband getrek kan word, in ‘n post-verbruikers samelewing.
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Książki na temat "Ecological literacy"

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Leslie, Lauren. Authentic literacy assessment: An ecological approach. New York: Longman, 1997.

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Bantilan, Mary Luz T. Earth literacy modules toward ecological spirituality and ethics. [Manila: Institute of Women's Studies, St. Scholastica's College, 2004.

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Lee, Galda, red. The development of school-based literacy: A social ecological perspective. London: Routledge, 1998.

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Ecological literacy: Education and the transition to a postmodern world. Albany: State University of New York Press, 1992.

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Ecological literary criticism: Romantic imagining and the biology of mind. New York: Columbia University Press, 1994.

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The green ghost: William Burroughs and the ecological mind. Carbondale: Southern Illinois University Press, 2016.

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Goul, Pauline, i Usher, red. Early Modern Écologies. NL Amsterdam: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789462985971.

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Early Modern Écologies is the first collective volume to offer perspectives on the relationship between contemporary ecological thought and early modern French literature. If Descartes spoke of humans as being ‘masters and possessors of Nature’ in the seventeenth century, the writers taken up in this volume arguably demonstrated a more complex and urgent understanding of the human relationship to our shared planet. Opening up a rich archive of literary and non-literary texts produced by Montaigne and his contemporaries, this volume foregrounds not how ecocriticism renews our understanding of a literary corpus, but rather how that corpus causes us to re-think or to nuance contemporary eco-theory. The sparsely bilingual title (an acute accent on écologies) denotes the primary task at hand: to pluralize (i.e. de-Anglophone-ize) the Environmental Humanities. Featuring established and emerging scholars from Europe and the United States, Early Modern Écologies opens up new dialogues between ecotheorists such as Timothy Morton, Gilles Deleuze, and Bruno Latour and Montaigne, Ronsard, Du Bartas, and Olivier de Serres.
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Herrman, Bernd. Beiträge zum Göttinger Umwelthistorischen Kolloquium 2009-2010. Göttingen: Universitätsverlag Göttingen, 2010.

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The Influence of Globalization on Ecological Literacy in Japan. University Press of America, 2006.

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Galda, Lee, i Anthony Pellegrini. Development of School-Based Literacy: A Social Ecological Perspective. Taylor & Francis Group, 2017.

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Części książek na temat "Ecological literacy"

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Clavin, Alma. "Ecological Literacy". W Encyclopedia of Quality of Life and Well-Being Research, 1779–83. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_811.

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Shevock, Daniel J. "Ecological Literacy". W Eco-Literate Music Pedagogy, 37–56. New York : Routledge, 2017. | Series: Routledge New Directions in Music Education Series: Routledge, 2017. http://dx.doi.org/10.4324/9781315211596-3.

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Orr, David W. "Ecological Literacy (1992)". W Hope is an Imperative, 251–61. Washington, DC: Island Press/Center for Resource Economics, 2011. http://dx.doi.org/10.5822/978-1-61091-017-0_26.

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Hall, Rick, i Cheryl Bauer-Armstrong. "Educating Teachers and Increasing Environmental Literacy". W Human Dimensions of Ecological Restoration, 363–73. Washington, DC: Island Press/Center for Resource Economics, 2011. http://dx.doi.org/10.5822/978-1-61091-039-2_25.

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Pae, Hye K. "The Consequences of Reading: The Reading Brain". W Literacy Studies, 135–45. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55152-0_7.

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Abstract This chapter discusses the consequences of reading in terms of the reading brain. As a holistic view of the mind’s software, the ecosystem of reading is used as a theoretical framework, which includes microsystem, mesosystem, exosystem, and macrosystem. The ecological system of reading particularly focuses on the reader’s mind as the microsystem and on language and script (i.e., oracy and literacy) as the mesosystem within the interrelated networks of the biological basis, cognitive characteristics, and the sociocultural dimensions of learning and reading. The discussion continues to cover the similarities and differences between oracy and literacy. Finally, the reading brain is discussed with respect to the cognitive impact of reading. The literate brain shows a stable cerebral architecture and neural networks specifically attuned to reading in the left occipito-temporal region.
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Steinerová, Jela. "Looking for Creative Information Strategies and Ecological Literacy". W Communications in Computer and Information Science, 3–12. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-28197-1_1.

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Young, Kelly. "Developing Ecological Literacy as a Habit of Mind in Teacher Education through Ecojustice Progressive Curricula". W Curriculum, Environment, and the Work of C. A. Bowers, 148–67. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780367822460-9.

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Hubbell, J. Andrew, i John C. Ryan. "Ecological literary studies". W Introduction to the Environmental Humanities, 169–87. London: Routledge, 2021. http://dx.doi.org/10.4324/9781351200356-10.

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Zeng, Fanren. "Interpretation of the Ecological Aesthetic of Foreign Literary Works". W Introduction to Ecological Aesthetics, 327–44. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8984-9_14.

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Zeng, Fanren. "The Literary Context of the Birth of Ecological Aesthetics". W Introduction to Ecological Aesthetics, 43–70. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8984-9_3.

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Streszczenia konferencji na temat "Ecological literacy"

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Krasiuk, Elizaveta Evgenevna. "Formation of Ecological Literacy of Primary School Children through Observation". W International Scientific and Practical Conference. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-552396.

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MUNTEAN, Adriana, i Stela GINJU. "Ecological Literacy in the Context of Institutionalized Education. Psych-Pedagocical Attributes". W 15th Edition of the International Conference on Sciences of Education, Studies and Current Trends in Science of Education, ICSED 2017, 9-10 June 2017, Suceava (Romania). LUMEN Publishing House, 2018. http://dx.doi.org/10.18662/lumproc.icsed2017.29.

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Christinawati, Mrs. "Ecological Literacy to Build Harmony: A Critical Study on Enviromental Poems". W Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.39.

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Fahlevi, Reja, Fathul Jannah i Raihanah Sari. "Internalization of River Culture Literacy Based on Ecological Citizenship at Adiwiyata School". W 2nd International Conference on Social Sciences Education (ICSSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210222.038.

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Gloza, Natalya. "«Ecology, Books and Us». The program of ecological education in Library of Family Reading of Lomonosov town". W The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-60-64.

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The program Family Reading Library in the town of Lomonosov: «Ecology, Books and Us» is discussed. The program is targeted at building ecological literacy and culture in the children, from preschoolers to senior schoolchildren of St. Petersburg Petrodvorets District.
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Dvoryadkina, Elena, Kamal Huseynli i Alexander Sobyanin. "Youth Financial Literacy as a Key to Human Potential Development". W Proceedings of the Ecological-Socio-Economic Systems: Models of Competition and Cooperation (ESES 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200113.106.

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Zhang, Shuang. "Pedagogical Study on Developing Students' Multi-literacy in College English Learning". W Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/cesses-19.2019.17.

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Cheng, Qing. "Studying the Cultivation of Public Humanities and Social Science Literacy on the Horizon of Ecological Civilization". W International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.188.

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Wang, Haoyu, i Tianlong Zhong. "Analysis on the Research Hotspots and Trends of the Media Literacy Education for Chinese Students". W Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/cesses-19.2019.35.

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Zhao, Guangzhu. "The Cultivation of Humanistic Literacy and the Framework Construction for British and American Literature Course". W Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/cesses-19.2019.64.

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