Relevant bibliographies by topics / Ecoliteracy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Ecoliteracy'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 June 2025

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Journal articles on the topic "Ecoliteracy"

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Rilianti, Adhy Putri, and M. Misbachul Huda. "Analysis of Ecoliteracy Based Science Learning Resources Needs to Realize SDGs." Science Education and Application Journal 5, no. 2 (October 3, 2023): 62. http://dx.doi.org/10.30736/seaj.v5i2.681.

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This research aimed to describe needs of students’ Science learning resources with ecoliteracy at PGSD STKIP Al Hikmah Surabaya. Students, the majority of whom are young, have great potential to realize a more environmentally friendly Indonesia as stated in the Sustainable Development Goals. Research method that is used in this research was qualitative. Data collected by using questionnaires and interviews. Data analyzed descriptively. Research revealed that PGSD students have middle ecoliteracy . Science learning resource that is needed for students was the Science Education Book with Ecoliteracy . Through the development of Ecoliteracy -based Science Education Books, it is hoped that PGSD students will be able to become students who understand and are aware of environmental issues (ecoliterate), and can design learning activities for elementary students that can instill environmental care characters. The book consisted of information about ecoliteracy and teaching and learning in elementary school for enhancing students’ ecoliteracy. The book was also completed with youtube, instagram, and journal links as an additional information.This research aimed to describe needs of students’ Science learning resources with ecoliteracy at PGSD STKIP Al Hikmah Surabaya. Students, the majority of whom are young, have great potential to realize a more environmentally friendly Indonesia as stated in the Sustainable Development Goals.Research method that is used in this research was qualitative. Data collected by using questionnaires and interviews. Data analyzed descriptively. Research revealed that PGSD students have middle ecoliteracy . Science learning resource that is needed for students was the Science Education Book with Ecoliteracy .Through the development of Ecoliteracy -based Science Education Books, it is hoped that PGSD students will be able to become students who understand and are aware of environmental issues (ecoliterate), and can design learning activities for elementary students that can instill environmental care characters. The book consisted of information about ecoliteracy and teaching and learning in elementary school for enhancing students’ ecoliteracy. The book was also completed with youtube, instagram, and journal links as an additional information.
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Ha, Changchen, Yang Chen, and Shumin Dong. "Key pathways toward developing more ecoliterate individuals: a harmonious discourse analysis perspective." Environmental Research Communications 6, no. 3 (March 1, 2024): 035013. http://dx.doi.org/10.1088/2515-7620/ad27f9.

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Abstract This article explores key pathways to improve the Chinese people’s ecological literacy (ecoliteracy) in ecolinguistics, and uses the framework of harmonious discourse analysis (HDA) to show how those pathways work. First, by reviewing HDA and ecoliteracy, we clarified the feasibility of their combined study. Then, a questionnaire was conducted among the inhabitants of one of China’s most ecologically advanced cities, and the key pathways to improving ecoliteracy were determined. The results showed that there were eight factors that were considered to encourage the people to be more ecoliterate, falling into the categories of education, participation in activities, and documents and publicity. We also reviewed a variety of cases and demonstrated the significance of these pathways for ecoliteracy using the framework of HDA. We found that an ecoliterate individual can guide ecological practice better by following the general assumption of human-orientedness and the principles of conscience, proximity, and regulation. These results provide new ways for ecologists and linguists to explore ecological issues, not only broadening the linguistic pathways of ecoliteracy, but also enriching the content of HDA.
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Perez Jr., Jose Celso S., Monera A. Salic-Hairulla, Joy R. Magsayo, Edna B. Nabua, and Sotero O. Malayao Jr. "Developing an inquiry-based STEAM teaching packet in ecoliteracy for pre-service teachers." Journal of Education and Learning (EduLearn) 19, no. 2 (May 1, 2025): 764–74. http://dx.doi.org/10.11591/edulearn.v19i2.21664.

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Education plays a vital role in addressing the current environmental crisis. Integrating ecoliteracy in teacher preparation programs empowers colleges and universities to promote a healthy biosphere by producing pre-service teachers (PSTs) who can develop an ecoliterate student citizenry. Connectedly, ecoliteracy must be taught to PSTs through effective and meaningful learning experiences. Using the research and development (RD) design, this study aimed to develop a teaching packet that incorporates inquiry-based learning (IBL) and science, technology, engineering, arts, and mathematics (STEAM) education to foster ecoliteracy among PSTs. Focus group discussion (FGD) results revealed an opportunity to craft the teaching packet. Ecoliteracy conceptualizations guided the formulation of the packet’s learning outcomes and topics. Eight (8) evaluators assessed the packet’s preliminary version, which satisfied 74% of the indicators in the adapted evaluation tool. After implementing the packet to 38 PSTs, findings reveal a statistically significant increase in conceptual understanding and ecoliteracy levels. Both PSTs and faculty members share positive perceptions towards the teaching packet, though they also suggested further improvements to the material. Overall, the results document the potential of IB-STEAM in fostering PSTs ecoliteracy, showing how innovative and integrative pedagogies are instrumental for effective ecoliteracy instruction in teacher education.
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Safitri, Irma Yulianti Budi, Muhammad Asip, Yeni Rakhmawati, and Handara Tri Elitasari. "Ecoliteration Ability of Studens in Elementary Schools: Systematic Literature Review." Al-Aulad: Journal of Islamic Primary Education 6, no. 1 (April 3, 2023): 1–11. http://dx.doi.org/10.15575/al-aulad.v6i1.23817.

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Ecoliteracy lessons have been given to students, but in reality there has been no improvement in awareness of the environment. For example, students still throw garbage carelessly. Ecoliteracy is a means of making students aware of the importance of maintaining environmental balance. The research aims to find the right method or model in teaching ecoliteracy skills in elementary schools (SD). This type of research is literature study. The research subject is a form of elementary school students' awareness of the importance of protecting the environment. While the research data collection method uses the PRISMA method. Meanwhile, the research data collection instrument used a systematic literature review (SLR) which consisted of identifying, evaluating and interpreting the results of previous studies. Sources of research data from Scopus and Eric articles. The data were analyzed using the quality assessment method, namely analyzing article data that is in accordance with ecoliteracy learning in elementary schools. The results of the study found that there were 8 articles, namely: 1) one article problem solving model, 2) two article teaching materials, 3) two article contextual learning, 4) one project-based model, 5) one article adiwiyata school, 6) one article technology. Based on the research findings, it can be concluded that ecoliteracy research specifically discusses ecoliterate learning models in elementary schools, only three articles. In the process of learning ecoliteracy in elementary school, it is necessary to develop a special model for learning ecoliteracy in elementary school.Keywords: Ecoliteration, Elementary Schools
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Ha, Changchen, and Shumin Dong. "Identifying the Most Ecoliterate Inhabitants in a Top-Ten Ecologically Advanced City of China: A Sociodemographic Perspective." Sustainability 15, no. 4 (February 8, 2023): 3054. http://dx.doi.org/10.3390/su15043054.

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Ecological literacy (ecoliteracy) is an interdisciplinary concept that spans ecology and linguistics. This concept is particularly important given today’s increasingly severe ecological environmental problems. In the discipline of linguistic ecology, ecoliteracy can include five aspects: ecological knowledge literacy, ecological awareness literacy, ecological ethics literacy, ecological emotional literacy, and ecological behavioral literacy. We advocate for a quantitative assessment of the level of ecoliteracy from those five dimensions. However, in the evaluation process, the difference in the specific sociodemographic characteristics (SDCs) of the participants is a factor that cannot be ignored. Therefore, this article starts from SDCs and takes the inhabitants of Guiyang City, a top-ten ecologically advanced city in China, as the study population. The main purpose of the study was to identify the differences in the levels of ecoliteracy shown by inhabitants of this city who have different SDCs. The results indicated that there were significant differences in the levels of ecoliteracy among the inhabitants of Guiyang City with regards to gender, age group, ethnicity, type of living area, educational background, and current main identity. The highest overall score among the participants, that is, the most ecoliterate inhabitants, were found to be males, middle-aged groups, Buyi ethnic groups, those who live in urban areas, the most highly educated, and those who work for the Chinese government. To address the specific five-dimensional levels, this article also analyzed the nuances among inhabitants regarding each aspect. Based on this analysis, the reasons for the differences among inhabitants with different SDCs are discussed. In addition, after discovering the specific characteristics of inhabitants with high-level ecoliteracy, we also propose ways to improve low-level ecoliteracy among inhabitants. Our ultimate goal is to make contributions to the advancement of harmonious coexistence between humans and the natural environment.
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Fatmawati, Ira, Afiyah Nur Kayati, Maulid Taembo, and Puji Rahayu Ningsih. "The Implementations and Strategies of Learning Based on Ecoliteracy in Boarding Schools in Reaching SDG for Classy Education." Journal of Lifestyle and SDGs Review 5, no. 2 (January 17, 2025): e03689. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n02.pe03689.

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Objective: This research discusses strategies and implementation of ecoliteracy-based learning in Islamic boarding schools. It shows that ecoliteracy-based learning is needed to develop life skills that can be applied in social life. Theoretical Framework: Ecoliteracy is understanding and applying environmental knowledge and awareness in everyday life. Ecoliteracy learning includes the implications of ecological knowledge, socio-political knowledge, knowledge of environmental problems, cognitive abilities, and environmentally responsible behavior. Method: The method used in this research is qualitative with an exploratory descriptive design. Data was obtained using observation techniques, interviews, documentation studies, and focused group discussions. Results and Discussion: All schools where this research was conducted have implemented the Independent Curriculum, consisting of 61.1% at the independent learning level, 22.2% at the independent change level, and 16.7% at the independent sharing level. Research Implications: The implementation of ecoliteracy-based learning in Islamic boarding schools has been implemented by 1) providing reading materials with natural and environmental themes, 2) providing assignments to compose texts with environmental and natural themes, 3) using nature as a learning resource, 4) getting used to activities carried out in the context of building a character who cares about the environment through daily routine activities, such as class pickets, clean Friday activities, the habit of community service, recycling plastic waste into eco-bricks, 5) example from school principals and teachers, 6) motivation and an invitation from school principals and teachers to students to maintain and maintain a clean environment, 7) schools provide adequate infrastructure, such as trash cans, hand washing facilities, etc. Originality/Value: In implementing ecoliteracy-based learning, as many as 72.2% of teachers have provided ecology-oriented texts in their learning. Ecoliteracy learning can make a positive contribution to a sustainable life in an Islamic boarding school-based school environment to realize quality education. Ecoliterate learning is a strategy for realizing SDG quality education.
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Nadiroh, Nadiroh, Uswatun Hasanah, and Vania Zulfa. "Behavioral Geography: an Ecoliteracy Perspective and Critical Thinking Skills in Men and Women." Indonesian Journal of Geography 51, no. 2 (August 30, 2019): 114. http://dx.doi.org/10.22146/ijg.36784.

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This study aims at explaining the behavior of students of the biology-Jakarta State University study program on environmental preservation in the perspective of ecoliteracy and critical thinking skills. Ecoliteracy is an understanding and behavior or the action of a person towards the environment. The results of the study show that there is no effect of the interaction between ecoliteracy and thinking Skills. In addition, there is also no interaction between ecoliteracy and gender. This study supports previous relevant research and provides new empirical information that ecoliteracy and critical thinking skills are the causes of someone contributing to preserving the environment. However, the influence of ecoliteracy interactions and critical thinking skills is not significant. In addition, the interaction in the ecoliteracy and gender perspective needs to be ignored because both of them make the same contribution. Therefore, the application of ecoliteracy must begin early. The application of ecoliteracy can also be integrated into the media that are currently developing rapidly. So that at the university level, the concept of ecoliteracy has emerged in a more creative and innovative form by initiating new innovations in the more advanced environment.
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Sentosa, Zill Sekar Gading Fawwaz, Marjanah, and Setyoko. "The Influence of the Guided Inquiry Learning Model on Students Ecoliteracy Attitudes on Waste Recycling Materials." Jurnal Pijar Mipa 19, no. 1 (January 15, 2024): 37–43. http://dx.doi.org/10.29303/jpm.v19i1.6261.

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Ecoliteracy is the concept of a comprehensive understanding of ecosystems and their environment. The low ecological intelligence or ecoliteracy of students is the background of this study. This study aims to test whether the guided inquiry learning model affects students' ecoliteracy attitudes and how students' ecoliteracy attitudes through guided inquiry learning models on waste recycling materials. The research method used is an experiment with a quantitative approach. The population in this study was the entire class X MIPA SMA Negeri 1 Stabat, which amounted to 216 students. The sample used was random sampling, namely class X MIPA-1 students as an experimental class and class X MIPA-3 as a control class with 72 students. The research only focuses on attitudinal aspects of ecoliteracy competence. Research data were collected through the distribution of questionnaire sheets and observations. The results showed that the average ecoliteracy attitude of students taught using the guided inquiry learning model reached 87.2% in the good category. Meanwhile, the average ecoliteracy attitude of students taught with conventional learning models is 62.7% with sufficient categories. Hypothesis testing is done manually. Experimental class students have a higher percentage of ecoliteracy than control class students. Guided inquiry learning in waste recycling materials is more efficiently used to determine the improvement of students' ecoliteracy attitudes.
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Siregar, Ilias Nasaruddin, and Erna Budiarti. "Best Practice Guru TK Jakarta Pada Pembelajaran Ecoliteracy." JECER (journal Of Early Childhood Education And Research) 3, no. 1 (June 30, 2022): 26. http://dx.doi.org/10.19184/jecer.v3i1.31419.

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Tujuan dari penelitian ini untuk mendeskripsikan best practice Guru TK Jakarta pada ecoliteracy. Metode penelitian kualitatif dengan subjek 11 guru ada TK Provinsi Jakarta. Teknik pengumpulan data melalui survey mengunakan googleform. Analisa data mengunakan reduksi, penyajian data dan kesimpulan. Hasil penelitian ini adalah Guru TK di provinsi Jakarta telah mengetahui makna ecoliteracy dan menyadari pentingnya membangun kesadaran ecoliteracy. Pengalaman untuk menumbuhkan kesadaran ecoliteracy dipraktekan maupun dilakukan dalam pembelajaran di kelas. Media yang digunakan berupa media visual, audio-visual maupun barang-barang asli. Guru juga memberikan contoh dalam membangun kesadaran ecoliteracy
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Mochamad Zanuar Imam Faizin and Ananto Aji. "Efektivitas Model Pembelajaran Project Based Learning Ecobrick Untuk Meningkatkan Ecoliteracy Siswa Pada Ekstrakurikuler Pramuka di MTSS Al Hikam Jombang." Edu Geography 12, no. 2 (August 31, 2024): 1–11. https://doi.org/10.15294/9ftgzc47.

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Tujuan penelitian ini adalah untuk menganalisis efektivitas model pembelajaran project based learning ecobrick terhadap tingkat ecoliteracy siswa pada ekstrakurikuler pramuka di MTSS Al Hikam Jombang. Penelitian ini menggunakan pendekatan deskriptif kuantitatif dengan jenis penelitian pre-eksperimen dengan desain penelitian one-group pretest-posttest design. Sampel pada penelitian kelas VII pada ekstrakurikuler pramuka yang berjumlah 78 siswa dengan menggunakan teknik total sampling. Pengumpulan data penelitian menggunakan observasi, wawancara, tes, angket, dan dokumentasi. Hasil penelitian menunjukkan bahwa adanya efektivitas penerapan model project based learning ecobrick terhadap tingkat ecoliteracy siswa. Terbukti dengan peningkatan rata-rata nilai pretest dan posttest dari pengetahuan ecoliteracy siswa yang awalnya 70,8 menjadi 89,9; sedangkan untuk sikap ecoliteracy siswa yang awalnya 72,5 menjadi 86,5. Selain itu, dari hasil lembar observasi keterampilan ecoliteracy siswa diperoleh nilai sebesar 96,6. Tingkat efektivitas dari penerapan model pembelajaran project based learning ecobrick terhadap pengetahuan ecoliteracy siswa setelah dilakukan uji n-gain memperoleh hasil 0,6681 dan pada uji n-gain sikap ecoliteracy siswa memperoleh hasil 0,4920, sehingga keduanya masuk dalam kategori sedang. Dengan demikian, dapat disimpulkan bahwa penerapan model pembelajaran project based learning ecobrick terbukti efektif dalam meningkatkan ecoliteracy siswa pada aspek pengetahuan, sikap, dan keterampilan.
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Dissertations / Theses on the topic "Ecoliteracy"

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Bauer, Eric Douglas. "Ecoliteracy: Foundation of Vocationally Specific Sustainability Education." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/367154.

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There is ample evidence that human actions are continuously and progressively straining planetary processes and systems vital for the wellbeing of the planet, as well as people themselves (WWF, 2012, 2014). Education has a key role to play in addressing these challenges. The role of technical and vocational education and training (TVET) in addressing these challenges has also been recognized. However, little is understood about the preparedness of TVET educators, specialists in their vocational areas, to address environmental and sustainability issues. This action research study examines the relationship between educator ecoliteracy and educator ability to develop and deliver vocationally specific sustainability education, in a single TVET college in Canada. The research study was undertaken over a 3-year period and involved 43 participants in total. Findings indicate that educators’ ecological knowledge, their collegial relationships and institutional processes are all significant in supporting attempts to revise vocational curriculum. Professional learning to improve vocational educators’ ecoliteracy requires more than deepening ecological knowledge, however. Also required is an understanding of the science of contemporary ecological issues and the relationship of those issues to broader socio-cultural and economic activities. In order to consider curriculum revision, educators thus need to personally value and prioritize such education as essential to the development of vocational competency amongst their students. Improving the ecoliteracy of the educator community, therefore, requires more than simply developing knowledge and skill in the scientific language of ecology; it also requires opportunities for educators to participate in institutional sustainability policies and practices<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>Griffith School of Environment<br>Science, Environment, Engineering and Technology<br>Full Text
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Whitman, Jacquelyn Dale (JD). "Confronting ecophobia: increasing ecoliteracy through art and marine science." Thesis, University of Iowa, 2019. https://ir.uiowa.edu/etd/6881.

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Esposito, Valerie. "Promoting Ecoliteracy and Ecosystem Management for Sustainablity Through Ecological Economic Tools." ScholarWorks @ UVM, 2009. http://scholarworks.uvm.edu/graddis/80.

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The importance and contribution of healthy ecosystems to human well-being and poverty reduction have gained increasing awareness and attention in recent years. Despite this wide-scale acknowledgement, the majority of the benefits yielded by ecosystem services are currently exogenous to the economic system, so their value is not equally weighted in decisions that directly impact their functioning and welfare. Public understanding of the importance of these contributions and the necessity of healthy ecosystems and sound management is vital for their conservation. However, thorough understanding of what ecosystems are, how they function, and how to manage them on a systems-based level for sustainability, known as ecological literacy (ecoliteracy), is lacking in various publics. In fact, at the nexus of the complex environmental problems facing the world today is the lack of understanding of the impact of individual and aggregate actions, particularly on ecosystems. The emerging field of ecological economics seeks to reconcile the roots for this disconnect. By developing new methods of ecosystem management that simultaneously address complex economic, social and environmental needs, ecological economics seeks to develop a comprehensive, systems-based approach to engender global sustainability. Ecolitercy is a critical component to developing new methods in development and management. This dissertation research examines and applies several ecological economic tools – rapid assessment valuation, payments for ecosystem services and service-learning education – to determine how to best promote ecoliteracy and ecosystem management on individual and collective levels. There are several findings that highlight the importance of and areas of improvement for integrating such tools in a comprehensive sustainable development approach. (1) Ecosystem services valuation, which assigns economic values to the benefits humans derive from natural environments, is a framework that can provide vital insight into the ecological costs of large-scale development projects. It can also be used as a way to incorporate local/traditional knowledge into decision-making. (2) Payments for ecosystem services programs, while effective in conserving and regenerating forests in developing countries, still have significant areas of improvement to be considered for similar future projects. Particularly, it has not been demonstrated that they are effective mechanisms for poverty alleviation, as it has been suggested in the literature. In fact, if not meaningfully supported, poor participants may face serious trade-offs and their involvement in such programs may negatively affect social capital in the community. (3) Service-learning, or working with communities to address real world-problems through a rigorous academic framework, is more effective at developing critical, ecological and civic literacy in students and develop more knowledgeable agents to solve the world‘s complex problems. Overall, these new and other tools must be developed to specifically address the ecological illiteracy that so often guides development decisions and be integrated into a comprehensive, inclusive framework for sustainable development.
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Lees, Michael Vincent. "Effect of Contemplative Pedagogy on the Ecoliteracy of Undergraduate Public State University Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3948.

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Undergraduate students lack the opportunity and environment to contemplate and develop ecoliteracy skills that serve to integrate subject matter into their everyday experiences. Ecoliteracy is grounded in Capra's web of life theoretical framework and represents students' capacities to read world systems objectively with their head, heart, hands, and spirit. Contemplative pedagogy provides educators with exercises that give students time to reflect on the integration of learning. Ecoliteracy and contemplative pedagogy research has shown little quantitative data pertaining to how contemplative pedagogy affects undergraduate student ecoliteracy. To address that gap, this causal-comparative study measured the use of contemplative pedagogy exercises relative to undergraduate student ecoliteracy. A convenience sample of 150 undergraduate students who did and did not experience contemplative pedagogy exercises completed the New Ecological Paradigm Scale and Self-Compassion Scale-Short Form. Independent-samples t tests measured the differences between the 2 groups. Findings indicated that students who did not experience contemplative pedagogy exercises in the classroom were more likely to self-report higher ecoliteracy. A possible interpretation of these findings is that current contemplative pedagogy exercises may focus students' attention internally and not adequately promote the world-centered view that would more readily advance student ecoliteracy skills. Results of this study provide further insight that may inform professional development and contemplative pedagogy exercises that empowers students' ecoliteracy skills by encouraging critical thinking, action, and compassion towards positive social change.
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Freuder, Tracy Grace. "Designing for the Future: Promoting Ecoliteracy in the Design of Children's Outdoor Play Environments." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/32504.

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Rapid development of U.S. cities and towns along with changes in society and technology are dramatically affecting childhood experience. Wild places and vacant lots for kids to play in are disappearing. Parents have limited time to spend with their children and fear letting them play outside alone. Traffic is a growing safety hazard and there is an increasing desire for entertainment in the form of TV and video games over outdoor exploration. As a result, children are becoming alienated from nature. They are growing up without developing a personal attachment to their natural surroundings or an understanding of their impact on the environment. The design of outdoor play areas can help reconnect children to their surroundings and lead to a more environmentally minded generation. Ecoliteracy suggests an understanding of ecological principles as well as appreciation for the environment and an attitude of stewardship. In addition to helping kids acquire factual knowledge, outdoor play spaces should cultivate a sense of wonder and delight and an emotional appreciation of the living world. Through research, observation and application, this thesis project identifies design criteria for promoting ecoliteracy in outdoor play environments.<br>Master of Landscape Architecture
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Slarp, Melissa. "How ecoliterate is a five year old? Investigating the effects of teaching intervention on kindergarten children's understanding of ecological concepts." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/13124.

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This thesis is about the ecoliteracy of young children. The study is aimed at determining young children’s understanding of ecology as they begin their journey through the school system. More specifically, the thesis addresses a perceived gap in the current literature regarding young children’s knowledge and understanding of ecological concepts and its implications for the teaching of science in the New South Wales curriculum. Young children’s learning of scientific concepts is widely underestimated; this includes complex concepts of ecoliteracy. The research investigated levels of ecoliteracy in kindergarten children, how a teaching intervention can affect their ecoliteracy, and what factors promote enhanced ecoliteracy. A total of 25 kindergarten students from two schools participated in the study. Data were collected by means of analysing children’s drawings and interviews. A constructivist theoretical framework formed the groundwork for presenting the focus of the study and for interpreting the results of the data. Practitioner-researcher involvement included development of materials, implementing the teaching intervention, and conducting the study. The results revealed that kindergarten children had a moderate level of ecoliteracy prior to the intervention, that their ecoliteracy was significantly improved after the intervention, and that they were able to retain and maintain this newly acquired knowledge. This shows that targeted teaching activities can promote enhanced ecoliteracy in young children. Whilst their development was considerably varied, a general pattern emerged that young children’s conceptual understanding increased following the teaching intervention. This suggests that certain aspects of the intervention contributed to children’s enhanced ecoliteracy and holds clear implications for educators in teaching young children science.
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Silva, Claudionor Renato da. "Formação ambiental na escola do campo: uma análise documental sob o olhar do ecoletramento." Universidade Federal de São Carlos, 2011. https://repositorio.ufscar.br/handle/ufscar/2607.

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Made available in DSpace on 2016-06-02T19:39:23Z (GMT). No. of bitstreams: 1 3955.pdf: 1826260 bytes, checksum: 60479d14ba5bceefe6cd9afd493da554 (MD5) Previous issue date: 2011-10-11<br>Ecological sustainable environmental formation is in the basis of public education policy on country Education so that socioenvironmental questions become part of the curriculum, therefore, of the syllabus. In this theoretical documental investigation we inquire about the ways this proposal of environmental formation occurs in a country school in São Paulo state. We have adopted the perspective of ecoliteracy to understand this formation. The following documents were object of study: the School Pedagogical Project, the Teacher s Plan and the Class Diary of the 5thgrade of an elementary school. After the pre-analysis, a preliminary analysis was carried out indicating: (1) the context of production of the document; (2) the author/authors; (3) authenticity reliability of documents; (4) the nature of the text; (5) key concepts and internal logic of the text. The next step was an interpretive analysis with the objective to identify and to configure how environmental formation is processed in a country school. The results indicated the presence of the environmental formation discourse that reveals itself by means of key elements (words and sentences) that dialogue with the bases of ecoliteracy. These elements pervade the discourse of the Pedagogical Project but in the Teacher s Plan and in the Class Diary that are perspectives to guide the pedagogic actions directly we observed a more specific presence of Science and Geography. We can infer that as the Pedagogical Project has a more comprehensive and ideological discourse according to the directions of environmental formation, such as recommended in public policy on country education, the environmental discourse elements are more explicit and orderly . In the other two documents, even if one of them focuses technical and organic aspects of curriculum (Teacher Plan) and the other is the mirror of daily classroom routine (Class Diary) the discourse of environmental formation becomes less dense and more fragmented. The research question is answered at the same time that it places the ecoliteracy not only as a perspective for environmental formation in country Education but as a possible, theoretical and methodological construct for the curriculum.<br>Formação ambiental ecológico sustentável - está na base da política pública da educação do campo de modo que as questões de natureza socioambientais passem a fazer parte do currículo, portanto, do conteúdo programático. Nesta investigação de cunho teórico documental, indaga-se sobre as maneiras em que essa proposta de formação ambiental acontece numa escola do campo do interior do Estado de São Paulo. Opta-se pelo ecoletramento como um visor para a leitura desta formação. Os documentos, objeto de estudo: Projeto Pedagógico da escola, o Plano de Ensino e o Diário de Classe de um 5° Ano do Ensino Fundamental. Após a pré- análise procedeuse à análise preliminar indicando: (1) o contexto de produção do documento; (2) autor/autores; (3) autenticidade e confiabilidade dos documentos; (4) natureza do texto; (5) conceitos chave e lógica interna do texto. Na etapa seguinte, efetuou-se a análise interpretativa com o objetivo de identificar e configurar como se processa a formação ambiental nessa escola do campo. Os resultados indicaram a presença do discurso da formação ambiental que se revela por meio de elementos chave (palavras e sentenças) que dialogam com as bases do ecoletramento. Esses elementos perpassam todo o discurso do Projeto Pedagógico, porém no Plano de Ensino e Diário de Classe, que são perspectivas para orientar diretamente as ações pedagógicas, observou-se uma entrada mais pontual e específica em Ciências e Geografia. Pode-se inferir que, como o Projeto Pedagógico tem um discurso mais abrangente e ideológico de acordo com os apontamentos da formação ambiental, tal como se preconiza na política pública para a educação do campo, os elementos do discurso ambiental são mais explícitos, ordenados . Já para os outros dois documentos, mesmo que um seja focalizado no aspecto técnico e orgânico do currículo (Plano de Ensino) e outro seja o espelho da rotina diária da sala de aula (Diário de Classe) o discurso da formação ambiental tornase menos denso e mais fragmentado. A questão da pesquisa é respondida, ao mesmo tempo, em que coloca o ecoletramento não apenas como um visor para a formação ambiental na educação do campo, mas como um possível construto prático, teórico e metodológico para o currículo.
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Goff, Lori Schultz. "Public Elementary School Teachers' Experiences With Implementing Outdoor Classrooms." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5624.

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Children experience limited time outdoors and have few opportunities for outdoor learning in schools, putting them at risk for being unprepared to engage in solving environmental and societal problems. Researchers have examined outdoor learning at the preschool and high school levels; elementary school experiences have been explored less frequently. Guided by a conceptual framework informed by social emotional learning (SEL), ecological literacy, and teacher self-efficacy, this study investigated public school elementary teachers' experiences with outdoor classrooms including barriers and supports to creating and using outdoor classrooms. A qualitative design using in-depth interviews with interpretive phenomenological analysis techniques was conducted with 9 elementary teachers who had at least 2 years of recent experience working with outdoor classrooms in the U. S. Pacific Northwest. Thematic analysis of interview data, using a combination of a priori and open coding, identified primary themes related to academic rigor, district policies and budgets, and motivations for teaching ecoliteracy. Barriers including a lack of time and money needed to teach effectively using outdoor classrooms and the need for a stronger integrated curriculum that connects SEL, environmental education, and Next Generation Science Standards (NGSS) emerged as areas of concern. Recommendations based on these findings include ecoliteracy professional development for teachers which may contribute to positive social change by increasing teacher understanding of and involvement with outdoor learning and the integration of ecoliteracy in the pedagogy of K-6 programs.
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Coleman, Cynthia Christina. "Unearthing an educator's ecological niche: A heuristic inquiry." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/27.

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The purpose of this study is to better understand how the natural environment influences who we have become as adults. Recognizing the importance of childhood experiences, with and within nature, the intent of this study is to interpret the essential meanings associated with these experiences and how these, in turn, are situated in our beliefs and relationship with nature. The targeted respondents for the study were all K-12 educators teaching in schools in Central California. The driving research question is stated as In what ways do childhood experiences with and within the natural environment impact who we are as adults? Three sub-questions were also explored: What personal meanings are associated with childhood memories and experiences of being with and within the natural environment? In what ways do individuals assimilate childhood experiences of the natural environment into their adult beliefs about their relationship with nature? In what ways does the exploration of early childhood nature experiences affect the decision to become environmental advocates? Moustakas' (1990) six-stage heuristic inquiry process was adhered to. The initial data collection began within myself, the researcher. Aspects of the experience, which became the collected data by means of conversations with co-researchers, journal writing, and other personal documents, were filtered by way of my own self-inquiry, sense of eco-literacy and experience with my childhood experiences with and within the natural environment. From the organization and analysis I have derived the essential elements of the experience. Nature as the common denominator, Nature awakens inner passions, Nature as lived through a relational awareness, Nature experiences support and guide our every day lives, and Nature stimulates a child's potential were the key thematic elements that embraced my own experience and that of my co-researchers.
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Fletcher, Rebecca, and fletcherette@hotmail com. "The child in nature." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070418.102156.

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There is little research on the young child's experience of the natural environment. Due to the increase in urbanisation, indoor recreation and indoor schooling many young children have become isolated from the natural environment. A love for nature and a sense of wonder in nature is being lost in the hurried childhood. This loss of access to nature impacts on the child's health and wellbeing, sense of connection and environmental literacy. This research study explores how Melbourne preschool children experience and use nature through the environments provided to them in the preschool program. The main environment is naturally the preschool play yard; however, as excursions also form part of the curriculum, the child's visit to the Royal Botanic Gardens and the Ian Potter Foundation Children's Garden forms part of this experience. Six case studies of Melburnian preschool children have been developed as a means to capture and communicate the interactions of individual children. Each of the six case studies present a child or pair of children 'in the moment,' as a snap shot of ecological learning and play behaviour and are presented as six stories, which allow the child's individual character and unique experience of nature to be expressed. Issues and behaviours evident in the children's interactions are then discussed through a framework of the seven ways of interacting in nature, which emerges from the demonstrations of these children. This information was collected using research techniques in observation; structured observations using time sampling and behaviour mapping; participating in conversations with children and collecting anecdotal observations and children's artwork. The case studies provide insight into childhood interactions with the natural environment and the levels of engagement experienced by children, with nature. The six stories, alongside topical literature, form the basis for deep discussion on the observed ways of interacting with nature.
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Books on the topic "Ecoliteracy"

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Kahn, Richard V. Critical pedagogy, ecoliteracy, & planetary crisis: The ecopedagogy movement. New York: Peter Lang, 2010.

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1969-, Kahn Richard V. Critical pedagogy, ecoliteracy, and planetary crisis: The ecopedagogy movement. New York: Peter Lang, 2010.

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Ecoliteracy, Center for. Guide to ecoliteracy: A new context for school restructuring. Berkerly: Center for Ecoliteracy, 1999.

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Fritjof, Capra, and Elmwood Institute, eds. Guide to ecoliteracy: A new context for school restructuring. Berkeley, Calif: Elmwood Institute, 1993.

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Sasaki, Tsuyoshi. Yama, kawa, umi no chi o tsunagu: Tōhoku ni okeru zairaichi to kankyō kyōiku no genzai = Weaving the knowledge of mountains, rivers and the ocean : traditional ecological knowledge and ecoliteracy in Tohoku, Northern Japan. Kanagawa-ken Hiratsuka-shi: Tōkai Daigaku Shuppanbu, 2018.

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1959-, Bennett Lisa, and Barlow Zenobia, eds. Ecoliterate: How educators are cultivating emotional, social, and ecological intelligence. San Francisco: Jossey-Bass, 2012.

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Bortoluzzi, Maria, and Elisabetta Zurru, eds. Ecological Communication and Ecoliteracy. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350335851.

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This open access volume is a call for ecological awareness and action through communication. It offers perspectives on how we, as humans, posit ourselves in relation to, and as part of, the environment in both verbal and non-verbal discourse. The contributions investigate a variety of situated communicative practices and how they instantiate and potentially influence our actions. Through the frameworks of ecolinguistics, multimodal studies and ecoliteracy, the book discusses how the environmental crisis is communicated as an urgent global and local issue in a variety of media, texts and events. The contributions present a wide range of case studies (including news articles, institutional websites, artwork installations, promotional texts, signposting, social campaigns and other), and they explore how communicative actions can help meet the challenges of ecologically-oriented change. The focus is on the impact that linguistic and multimodal communication can have on acting in, with and towards the environment seen as living ecosystems, or ‘lifescapes’. The chapters offer a reflection on the way we experience, endorse, reframe and resist value systems in ecological communication, and propose alternative and healthier perspectives to respect and preserve the common and nurturing lifescapes through awareness and action. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com.
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Ecological Communication and Ecoliteracy: Discourses of Awareness and Action for the Lifescape. Bloomsbury Publishing Plc, 2024.

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Ecological Communication and Ecoliteracy: Discourses of Awareness and Action for the Lifescape. Bloomsbury Publishing Plc, 2024.

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Ed, Cindie Ogata M. Why Ecoliteracy Now! for a Clean, Green Beautiful Future: Environmental Literacy - the Why Behind Place Based and Outdoor Experiential Learning. Independently Published, 2019.

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Book chapters on the topic "Ecoliteracy"

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Hempel, Monty. "Ecoliteracy: Knowledge Is Not Enough." In State of the World 2014, 41–52. Washington, DC: Island Press/Center for Resource Economics, 2014. http://dx.doi.org/10.5822/978-1-61091-542-7_4.

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Stone, Michael K. "Ecoliteracy and Schooling for Sustainability." In EarthEd, 35–47. Washington, DC: Island Press/Center for Resource Economics, 2017. http://dx.doi.org/10.5822/978-1-61091-843-5_3.

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Bird, George W., and Michael J. Brewer. "Integrated Pest Management, Ecoliteracy, and Unexpected Consequences." In Developing and Extending Sustainable Agriculture, 25–49. Boca Raton: CRC Press, 2024. http://dx.doi.org/10.1201/9781003578413-2.

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Nawawi, Nawawi, and Rio Wardhani. "Ecoliteracy-Based Bioentrepreneurship: Improving the Culture of Plastic Waste Processing." In Advances in Social Science, Education and Humanities Research, 283–90. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-056-5_30.

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Geriguis, Lina. "Ecoliteracy and Edith Wharton: The Ecosomatic Paradigm and the Poetics of Paratexts in Ethan Frome." In Teaching Edith Wharton’s Major Novels and Short Fiction, 225–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52742-6_15.

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Minsih, Minsih, Ratnasari D. Utami, Desti Rahayu, Maryam Nurlaila, Ummi Tadzkiroh, and Aliifah Raisia. "Ecoliteracy as Deep Learning Innovation Realizing the Primary School Literacy Movement in the Freedom of Learning Era." In Advances in Social Science, Education and Humanities Research, 55–64. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-226-2_6.

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Nurfurqon, Faridillah Fahmi, Muhamad Ghiyats Ristiana, Rayan Vigiana, and Feby Fajar Nugraha. "Ecological Intelligence: Analysis of Elementary School Teacher Education Students’ Understanding of the Concept of Ecoliteracy in Social Studies Learning." In Proceedings of the International Conference on Teaching, Learning and Technology (ICTLT 2023), 90–97. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-206-4_11.

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Cole, David, Ryan Pereira, and James Spray. "Gamification and Virtual Reality for Communicating Ecoliteracy and Climate Science: Carbon Transport in the Essequibo River at Iwokrama Guyana." In Transforming Society and Organizations through Gamification, 151–80. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68207-1_9.

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Klestil, Matthias. "Introduction: African American Environmental Knowledge at Niagara." In Environmental Knowledge, Race, and African American Literature, 1–41. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-82102-9_1.

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AbstractTo define the concept of environmental knowledge and illustrate its potential for ecocritical readings of nineteenth-century African American literature, this chapter turns to two texts about Niagara Falls, a handwritten note by Frederick Douglass (1843) and Charles W. Chesnutt’s short story “The Passing of Grandison” (1899). While Douglass’s note exemplifies how black writers could transform dominant aesthetic modes such as the sublime to utter social critique through expressing epistemological and ethical relations to non-human nature, Chesnutt’s story demonstrates a strategic subversiveness characteristic of African American environmental knowledge. My readings highlight how Environmental Knowledge, Race, and African American Literature employs a Foucauldian ecocritical concept of environmental knowledge to trace places and patterns of an African American ecoliterary tradition.
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Asy’ari, Yuni Gayatri, and Sela Rizqiyah. "Implementing the Hands-on Activity (HoA) Learning Model Based on Natural Surroundings (JAS) in an Effort to Improve Ecoliteracy and Learning Motivation of the Students of SD Negeri Ombul 3 Bangkalan." In Advances in Social Science, Education and Humanities Research, 94–100. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-022-0_11.

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Conference papers on the topic "Ecoliteracy"

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Hernawan, Hernawan, Ruhaliah Ruhaliah, Agus Suherman, and Haris Santosa Nugraha. "Sundanese Culture-based Ecoliteracy." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.88.

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Sholeh, Muh. "Geography Lesson Development based Ecoliteracy." In lst International Cohference on Geography and Education (ICGE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icge-16.2017.70.

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Inclezan, Daniela, and Luis Pradanos. "Promoting ecoliteracy in an introductory database systems course." In the 45th ACM technical symposium. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2538909.

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Margi, I., and Luh Sendratari. "Kayoman youth ecoliteracy movement: from tradition to education." In Proceedings of the 2nd International Conference on Law, Social Sciences and Education, ICLSSE 2020, 10 November, Singaraja, Bali, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.10-11-2020.2303431.

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Supriatna, Nana. "Local Wisdom In Constructing Students' Ecoliteracy Through Ethnopedagogy And Ecopedagogy." In 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.28.

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Gunansyah, Ganes, Ulhaq Zuhdi, Tri W. Setyaningrum, and Bekti Bernardi. "Teacher’s Perceptions of Ecoliteracy Practice to Sustainable Communities in Primary Schools." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.078.

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Desfandi, Mirza, Enok Maryani, and Disman Disman. "Enhancing the Role of Early Childhood Education Institution in an Effort to Grow Ecoliteracy." In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.54.

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Adela, Dhea, Sukarno Sukarno, and Mintasih Indriayu. "Integration of Environmental Education at the Adiwiyata Program Recipient School in Growing Ecoliteracy of Students." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.11.

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Handayani, Trisni, Yufiarti, and Etin Solihatin. "The effectiveness of project based blended learning ecoliteracy E-module to improve environmental care character." In THE 2ND INTERNATIONAL CONFERENCE OF MATHEMATICS EDUCATION, LEARNING, AND APPLICATION, 040029. AIP Publishing, 2024. https://doi.org/10.1063/5.0242374.

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Nadiroh, Komarudin Sahid, Shahibah Yuliani, and Uswatun Hasanah. "The Effect of Gender, Ecoliteracy and Environmental Culture to Social Support in Order to Prevent Human Trafficking." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.18.

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