Korean Year 3 Children’s Environmental Literacy: A prerequisite for a Korean environmental education curriculum

Managing Air Pollution: How Does Education Help?

“…Besides, gender appeared to play a role in elucidating the variation in the two components of environmental literacy variables along with environmental attitude and uses. Female pre-service teachers tended to have more positive attitudes and have more responsible actions toward the environment than male pre-service teachers, which is in line with other studies (Alp et al, 2006;Berberoglu and Tosunoglu, 1995;Huang and Yore, 2003;Chu et al, 2007;Tikka et al, 2000;Yilmaz et al, 2004;Worsley and Skrzypiec, 1998;Zelezny et al, 2000). For example, according to Tikka et al (2000), whereas males are more likely to emphasize mastering nature and taking benefits from natural resources, females obtain a more emotional attitude toward nature.…”

An investigation on value orientations, attitudes and concern towards the environment: the case of Turkish elementary school students

“…In fact, there has been much work investigating the relationship between concern for the environment and gender. However, prior studies often presented mixed results, with some studies finding that males are more environmentally concerned than are females (MacDonald and Hara 1994;Shen and Saijo 2007), while others found the opposite to be true (Chu et al 2007;Flynn, Slovic, and Mertz 1994;Huang and Yore 2003;Riechard and Peterson 1998;Schahn and Holzer 1990;Tikka, Kuitunen, and Tynys 2000;Worsley and Skrzypiec 1998;Zelezny, Chua, and Aldrich 2000) and still others have determined gender to be not significantly associated with environmental concern (Uyeki and Holland 2000). For instance, in a study of Finnish university students, Tikka, Kuitunen, and Tynys (2000) reported that compared to males, female students had more favourable attitudes towards nature and the environment.…”

Investigation of environmental problem solving skills of preschool age children

“…Yalçınkaya and Çelikbaş (2013) found that children in the 5-6 age group cannot create a scheme of environmental pollution, that they cannot relate environment and problem, and that they do not have adequate knowledge about environment and problems. Chu et al (2007) defines environmental problem solving as the use knowledge and skills to achieve a certain goal. Children are also developing a healthy environment awareness through problem solving.…”