Environmental Literacy in Teacher Training in Israel: Environmental Behavior of New Students

Goldman, Daphne; Yavetz, Bela; Pe'er, Sara

doi:10.3200/joee.38.1.3-22

Cited by 130 publications

(90 citation statements)

References 20 publications

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“…Bu durumun nedeni olarak da sınıf düzeyi arttıkça alınan çevre ile ilgili derslerin çevre bilgi, kullanım, tutum ve çevre sorunlarına ilgi puanlarına katkı sağladığı söylenebilir. Bu bulgu diğer çalışmalardaki sınıf düzeyi arttıkça çevre bilgi, kullanım, tutum ve çevre sorunlarına ilgi puanlarının artış göstermesi yönündeki genel eğilimle benzerlik göstermektedir (Akbaş, 2007;Altınöz, 2010;Atasoy ve Ertürk, 2008;Çabuk ve Karacaoğlu, 2003;Ek, Kılıç, Öğdüm, Düzgün, Şeker, 2009;Erol ve Gezer, 2006;Goldman, Yavetz ve Peer, 2006;Kibert, 2000;Özmen, Çetinkaya ve Nehir, 2005;Teksöz, Şahin ve Ertapınar, 2010). Fakat Sosyal Bilgiler ve Türkçe öğretmenliği anabilim dallarında öğrenim gören öğretmen adaylarının çevre bilgi, kullanım, tutum ve çevre sorunlarına ilgi puanları sınıf düzeyi artıkça artış göstermemiştir (p>0.05).…”

Section: Evren Ve öRneklem (Population and Sample)unclassified

Öğretmen Adaylarinin Çevre Okuryazarlik Farkindalik Düzeyleri̇ni̇n İncelenmesi̇

Şahin¹,

Ünlü²,

Ünlü³

2016

NWSA

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Section: Evren Ve öRneklem (Population and Sample)unclassified

Öğretmen Adaylarinin Çevre Okuryazarlik Farkindalik Düzeyleri̇ni̇n İncelenmesi̇

Şahin¹,

Ünlü²,

Ünlü³

2016

NWSA

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“…(a) Acquisition of responsible environmental behavior (REB) (Goldman et al, 2006;Hines, Hungerford, & Tomera, 1987;Hsu, 2004;Hungerford & Volk, 1990;Marcinkowski, 1989;Marcinkowski, 2004;Negev, et al, 2008;Sia et al, 1986;Simmons, 1991), and (b) active citizens' participation (Breiting et al, 2005;Lundegård & Wickman, 2007;Meinhold & Markus, 2005;Pettigrew & Somekh, 1994;Posch, 1999;UNESCO, 1978;Uzzell, 1999). These goals of REB and active participation have been widely researched both in the informal and formal education contexts.…”

Section: Figure 1 (A-c): Illustrations Of Different Perceptions On Eementioning

confidence: 99%

ESD Pedagogy: A Guide for the Perplexed

Eilam

Trop

2010

The Journal of Environmental Education

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ABSTRACT:The present article addresses issues regarding implementation of Education for Sustainable Development (ESD) within the formal education systems. In particular, it aims at identifying the basic essential components of ESD pedagogy. We present a theoretical pedagogical framework based on accumulating theory and experience in the field. The framework aspires to encompass the majority of prevailing pedagogies within a simple set of four basic principles. It will be argued that the four principle pedagogies are basic and indispensable prerequisites for achieving the goals of ESD. As such, lack of one suffices to undermine the ESD's pedagogical construct.

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“…Such differences can be hypothesized to exist both from the body of literature on environmentalism and from that on self-determination. Gender differences in environmentalism have been illustrated for adults [35], young adults [36], and children [34]; for each of these age groups, woman (and girls) have been shown to be more environmentalist than men (and boys). A widely-used approach to explain these gender differences is based on gender roles and socialization [34].…”

Section: Introductionmentioning

confidence: 99%

Because My Friends Insist or Because It Makes Sense? Adolescents’ Motivation towards the Environment

Pauw¹,

Petegem²

2017

Sustainability

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Abstract:We present the results of a study that focuses in on issues of validity of the motivation towards the environment scale (MTES) in the context of Flanders (the Flemish-speaking community in Belgium). The instrument was developed almost two decades ago in Canada, and is designed to measure the self-determined motivation of people for performing pro-environmental behaviors, but has not yet been applied widely to different contexts. Here, we use a sample of 1730 grade 12 students from 71 schools across Flanders, to focus on specific issues concerning the validity of the MTES in the context of Flanders. We deal with its construct validity, through the estimation of a confirmatory factor analysis. Next, we test the reliability of the MTES and the hypothesized simplex structure by calculating intercorrelations between all six MTES subscales. External validity of the MTES is addressed by correlating the subscales to well-established environmental psychological constructs, such as the models of two major environmental values, the connectedness to nature scale, and the general ecological behavior scale. Finally, we also look at the discriminative validity of the MTES by testing gender differences in self-determined motivations towards the environment. Overall, our results confirm that the MTES is a valid and reliable instrument that can also be used outside the cultural context within which it was developed, to measure the diverse motivations of (young) people to engage in environmental behavior.

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Environmental Literacy in Teacher Training in Israel: Environmental Behavior of New Students

Cited by 130 publications

References 20 publications

Öğretmen Adaylarinin Çevre Okuryazarlik Farkindalik Düzeyleri̇ni̇n İncelenmesi̇

Öğretmen Adaylarinin Çevre Okuryazarlik Farkindalik Düzeyleri̇ni̇n İncelenmesi̇

ESD Pedagogy: A Guide for the Perplexed

Because My Friends Insist or Because It Makes Sense? Adolescents’ Motivation towards the Environment

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