The National Environmental Literacy Project: A Baseline Study of Middle Grade Students in the United States

McBeth, William; Volk, Trudi L.

doi:10.1080/00958960903210031

Cited by 180 publications

(167 citation statements)

References 13 publications

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“…De acuerdo con la propuesta de Disinger y Roth (1992), la ALFAM se fundamenta en seis componentes: sensibilidad ambiental, conocimiento, habilidades, actitudes y valores, implicación personal y responsabilidad, y participación activa. Sin embargo, numerosos estudios desarrollados para evaluar esta alfabetización (Champeau, 1997;Coyle, 2005;McBeth, Hungerford, Marcinkowski, Volk y Meyers, 2008;NAAEE, 2010) han extendido estas interpretaciones estableciendo nuevos marcos. En este sentido, EE.…”

Section: Enseñanza De Las Ciencias Núm 361 (2018): 117-141unclassified

Evaluación de las competencias ambientales del profesorado de primaria en formación inicial: estudio de caso

2017

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En este artículo se evalúan las competencias ambientales (CA) del profesorado en formación inicial al comienzo y en la finalización del Grado de Maestro/a en Educación Primaria (GMEP) en una universidad española. Se ha desarrollado y validado un cuestionario con el fin de evaluar seis CA en relación con los conocimientos, las actitudes y los comportamientos ambientales de los y las estudiantes de la muestra (n = 341). Los resultados del estudio revelan que el profesorado en formación inicial carece de las CA suficientes con las que educar ambientalmente a su alumnado y que no existen diferencias en el grado de adquisición de estas competencias entre el alumnado de primer y cuarto curso del GMEP. Como resultado, se cuestiona el papel de la Universidad y los nuevos programas diseñados en el proceso de convergencia hacia el Espacio Europeo de Educación Superior y se sugieren algunas propuestas de mejora.

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Section: Enseñanza De Las Ciencias Núm 361 (2018): 117-141unclassified

Evaluación de las competencias ambientales del profesorado de primaria en formación inicial: estudio de caso

2017

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“…From the foundational ''spaceship earth'' and AKASA models (Stapp andCox 1974, UNESCO 1978, respectively) to more recent nation-wide assessments (e.g., Coyle 2005, McBeth et al 2008, frameworks for environmental literacy proposed over the last several decades exhibit a high degree of similarity and congruence with respect to their major components. All frameworks include knowledge of basic ecological concepts, environmental sensitivity or appreciation, awareness of environmental issues and problems, and skills and behaviors to prevent and/or resolve those issues as key attributes of the environmentally literate individual.…”

Section: Framework For Environmental Literacymentioning

confidence: 99%

Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here?

et al. 2013

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Abstract. Numerous scholars have argued that the terms environmental literacy, ecological literacy, and ecoliteracy have been used in so many different ways and/or are so all-encompassing that they have very little useful meaning. However, despite the seemingly arbitrary and, at times, indiscriminate use of these terms, tremendous efforts have in fact been made to explicitly define and delineate the essential components of environmental literacy, ecological literacy, and ecoliteracy, and to firmly anchor their characterizations in deep theoretical and philosophical foundations. A driving purpose behind these ongoing conversations has been to advance complete, pedagogy-guiding, and broadly applicable frameworks for these ideals, allowing for standards and assessments of educational achievement to be set. In this manuscript, we review a diversity of perspectives related to the often nuanced differences and similarities of these terms. A classification of the numerous proposed frameworks for environmental literacy, ecological literacy, and ecoliteracy (advanced within the fields of environmental education, ecology, and the broader humanities, respectively) is presented, and used to compare and contrast frameworks across multiple dimensions of affect, knowledge, skills, and behavior. This analysis facilitates close examination of where we have been, where we are, and where we might be headed with respect to these vital conversations. This work also offers points of reference for continued critical discourse, and illuminates a diversity of inspiration sources for developing and/or enriching programs aimed at cultivating these types of literacies.

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“…However, in an attempt to push beyond the K-A-B framework toward broader and more comprehensive assessments, national research teams began to plan and conduct national assessments of environmental literacy shortly after 2000. The first of these was undertaken in Korea over 2002-03 (Shin et al, 2005, and this was soon followed by national assessments in Israel (Negev et al, 2010), the U.S. (McBeth& Volk, 2010), and Turkey (Erdogan, 2009;Erdogan & Ok, 2011 The development and validation of the CEAS described in this article was undertaken as part of the national assessment of environmental literacy among 4th and 5th grader students in Turkey (Erdogan, 2009). As a result, it was a conscious decision by the researchers to include attitude as well as other affective variables apparent in the Tbilisi Objectives, notably sensitivity and willingness (i.e., as a measure of intention).…”

Section: Assessments Of Environmental Literacymentioning

confidence: 99%

Development and Validation of Children’s Environmental Affect (Attitude, Sensitivity and Willingness to Take Action) Scale

Erdoğan

Marcinkowski

2015

EURASIA J MATH SCI T

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This study focuses on the design, development, validation, and psychometric properties of the Children"s Environmental Affect Scale (CEAS). The following steps were taken in developing the CEAS. A substantial review of literature on environmental affect and EL helped the researchers identify several scales and questionnaires that, in turn, help establish the item pool. The initial scale derived from this item pool was reviewed by the selected experts (n=17) and then pilot tested with 673 students in 4 th -5 th grades. These pilot data were subjected to Explanatory Factor Analysis (EFA) to reveal the dimensions underlying these pilot items. Later, the revised version of the scale was administrated to 2412 students in 5 th grade as part of a national assessment. The data from this full study were used to validate the factorial structure observed in EFA through using Confirmatory Factor Analysis (CFA) procedures in AMOS. The final version of the CEAS employs a Likert-type scale to measure 14 items that reflect three sub-scales; Willingness to take environmental action (5 items, α= .87), Environmental Attitudes (5 items, α= .82) and Environmental Sensitivity (4 items, α= .67).

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The National Environmental Literacy Project: A Baseline Study of Middle Grade Students in the United States

Cited by 180 publications

References 13 publications

Evaluación de las competencias ambientales del profesorado de primaria en formación inicial: estudio de caso

Evaluación de las competencias ambientales del profesorado de primaria en formación inicial: estudio de caso

Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here?

Development and Validation of Children’s Environmental Affect (Attitude, Sensitivity and Willingness to Take Action) Scale

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