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Journal articles on the topic 'Ecological literacy'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Orr, David W. "Ecological Literacy." Conservation Biology 3, no. 4 (1989): 334–35. http://dx.doi.org/10.1111/j.1523-1739.1989.tb00238.x.

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2

Boehnert, Jody. "Visualising Ecological Literacy." Architectural Design 82, no. 4 (2012): 34–37. http://dx.doi.org/10.1002/ad.1425.

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3

Anderson, Elizabeth C. "Ecological Literacy and Caring." BioScience 42, no. 6 (1992): 396–97. http://dx.doi.org/10.2307/1311855.

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4

Goodwin, Timothy. "Educating for Ecological Literacy." American Biology Teacher 78, no. 4 (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

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5

Rifkin, William D. "An Ecological Literacy Workshop." Bulletin of Science, Technology & Society 13, no. 5 (1993): 273–76. http://dx.doi.org/10.1177/027046769301300507.

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Anderson, E. C. "Ecological Literacy and Caring." BioScience 42, no. 6 (1992): 396–97. http://dx.doi.org/10.1093/bioscience/42.6.396-b.

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7

H, Indu, Seetha Lakshmi T, and Hashini Boaby K. "DEVELOPING ECOLOGICAL LITERACY AMONG CHILDREN." Kongunadu Research Journal 4, no. 1 (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 sim

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8

Ortoleva, Matthew. "Let's Not Forget Ecological Literacy." Literacy in Composition Studies 1, no. 2 (2013): 66–73. http://dx.doi.org/10.21623/1.1.2.5.

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9

Charles, Cheryl. "Ecological literacy is not enough." International Research in Geographical and Environmental Education 5, no. 2 (1996): 133–35. http://dx.doi.org/10.1080/10382046.1996.9965000.

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10

Palupi, Dwi Hera, Sarwanto Sarwanto, and Karsono Karsono. "The Implementation of Ecological Literacy Learning for Students of Elementary School." Social, Humanities, and Educational Studies (SHES): Conference Series 7, no. 1 (2024): 62. http://dx.doi.org/10.20961/shes.v7i1.84275.

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<em>This research aims to describe the implementation of ecological literacy learning for students of elementary school. The research approach applied is mixed method. In this case, the data collection techniques used are observation, interviews, questionnaires, and documentation. Data analysis was carried out by applying a descriptive qualitative interactive model approach by Miles and Huberman in which the steps are data collection, data condensation, data display, and conclusion. The results of research relating to students' knowledge and attitudes regarding ecological literacy show t

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11

Khanal, S., U. Pandey, I. A. Khan, S. Mishra, and B. Kunwar. "Ecological Literacy among Technical and Non-Techical Students of Nepal." Journal of Agriculture and Environment 21 (June 30, 2020): 19–30. http://dx.doi.org/10.3126/aej.v21i0.38439.

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Ecological literacy creates foundation towards betterment of environment and reducing negative externalities of human activity. A study was done to evaluate the level of ecological literacy among students pursuing technical and non-technical education in Nepal. Structured questionnaire was designed, pilot tested and administered to different students all over Nepal through Google form. Altogether 375 responses were obtained. Gender, type of education and ethnicity significantly affected ecological literacy. Female students, technical students and elite groups’ students were 2.4%, 4.92% and 2.1

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12

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 (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 th

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13

Kolina, Ekaterina S. "Environmental Literacy for Sustainable Development." Scholarly Notes of Transbaikal State University 18, no. 1 (2023): 22–29. http://dx.doi.org/10.21209/2658-7114-2023-18-1-22-29.

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The introduction of environmental literacy as a basic type of literacy into the global education system is a natural process. Attention to this indicator is increased when positioning environmental education as a platform for education for sustainable development. A sustainable society is an environmentally literate society which does not destroy the natural environment which sustains it. Comparison of ideas about the structure (invariants, frameworks) of ecological literacy reveals a great diversity of opinions. The article is devoted to the comparison of structural models of ecological liter

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14

Guo, Jiaqin Chen Wei. "Empirical Research On Aesthetic Education In Art Colleges And Universities: Survey And Data Analysis On The Status Quo Of College Students' Ecological Aesthetic Literacy." Multicultural Education 8, no. 4 (2022): 192. https://doi.org/10.5281/zenodo.6481503.

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<em>At present, in the process of cultivating art talents, it has been increasingly revealed that the lack of ecological reflection and the lack of ecological design thinking in design. The ecological aesthetic model based on the premise of symbiosis with nature will surely drive the evolution of the design field and design concept. This study investigates and analyzes the current situation of ecological aesthetic literacy of college students in Shanxi, China. A total of 1,100 questionnaires were distributed and 997 valid questionnaires were returned. The purpose is to provide a basis for the

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15

Alekseev, Sergey V. "From Ecological Literacy to Ecological Culture: Integration of Education and Enlightenment." Scholarly Notes of Transbaikal State University 19, no. 1 (2024): 36–44. http://dx.doi.org/10.21209/2658-7114-2024-19-1-36-44.

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The idea of the article is to analyze ecological culture as a goal and predictable result of environmental education and enlightenment, to consider it as a level education (environmental literacy, environmental education, environmental competence) and to study the ways to assess it. An attempt to comprehend the concept of “environmental literacy” in the context of the concept of the formation of functional literacy of students, to determine the contribution to the environmental culture of education and enlightenment is made. The options for determining environmental literacy in domestic and fo

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Sarbassova, S., S. Abdugalina, R. Burganova, et al. "Formation of environmental literacy in an educational organization." IOP Conference Series: Earth and Environmental Science 937, no. 4 (2021): 042006. http://dx.doi.org/10.1088/1755-1315/937/4/042006.

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Abstract Educating ecological literacy and a conscious attitude to the world around us is a long and purposeful process, which is based on the didactic principles of pedagogy and the laws of nature. The problem of the formation of an ecologically cultured and competent personality is now becoming one of the central and significant ones. Environmental literacy consists of such components as environmental knowledge, assessment of the surrounding reality, foreseeing the consequences of human activity in nature, studying all methods of competent nature management and striving for environmental pro

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17

Bowers, C. A. "The Cultural Dimensions of Ecological Literacy." Journal of Environmental Education 27, no. 2 (1996): 5–10. http://dx.doi.org/10.1080/00958964.1996.9941452.

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18

Camino, E., C. Vellano, and G. Badino. "New paths for an ecological literacy." Global Bioethics 20, no. 1-4 (2007): 25–52. http://dx.doi.org/10.1080/11287462.2007.10800665.

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19

Syverson, Peg. "An ecological view of literacy learning." Literacy 42, no. 2 (2008): 109–17. http://dx.doi.org/10.1111/j.1741-4369.2008.00491.x.

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20

Woods, Carl T., Keith Davids, and Duarte Araújo. "On ecological literacy through implicated participation." New Ideas in Psychology 73 (April 2024): 101079. http://dx.doi.org/10.1016/j.newideapsych.2024.101079.

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21

Dwi, Hera Palupi1* Sarwanto2 Karsono3. "ECOLOGICAL LITERACY COMPETENCE OF PRIMARY SCHOOL STUDENTS IN DAGANGAN SUB-DISTRICT." ISRG Journal of Arts Humanities & Social Sciences (ISRGJAHSS) II, no. III (2024): 301–7. https://doi.org/10.5281/zenodo.11635884.

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<em>The purpose of this study is to describe efforts to improve the ecological literacy competencies of elementary school students. The type of research is descriptive qualitative. The source of data is storytelling and Javanese singing activities every Friday. Data collection through: observation, interviews, and documentation studies. The results of the study are efforts to improve ecological literacy competencies in elementary school students, namely: 1) implementing ecological literacy development strategies in elementary schools, including: interdisciplinary learning, environmental projec

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22

Setiawan, Faisal Arif, Aswin Nur Saputra, Aisyah Trees Sandy, and Rofi’ul Huda. "COMPARING WETLAND ECOLOGICAL LITERACY IN GEOGRAPHY STUDENTS: ONLINE AND OFFLINE LEARNING EFFECTIVENESS EVALUATION." International Conference On Social Science Education Proceeding 2 (December 31, 2024): 95–104. https://doi.org/10.20527/z8ax2s80.

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Education has undergone significant transformations in recent years, driven by rapid technological advancements and an increasing reliance on online learning platforms. This shift from traditional classroom settings to digital environments has presented challenges for both educators and students, potentially impacting students’ ecological literacy. This study examines the comparative effects of online and offline learning on wetland ecological literacy among geography education students. Using a quantitative research approach, it evaluates the average ecological literacy scores of two cohorts:

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23

Setiawan, Faisal Arif, and Aswin Nur Saputra. "Outdoor Learning to Improve the Wetland Ecological Literacy of Geography Education Students." Geosfera Indonesia 7, no. 1 (2022): 72. http://dx.doi.org/10.19184/geosi.v7i1.27782.

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Some geography education students score poorly in wetlands ecological literacy. This study aimed to determine the effect of outdoor learning on wetlands ecological literacy using a pre-experimental design and a sample of 60 geography students. The wetlands ecological literacy instruments were adapted from Anderson's cognitive dimensions comprising factual, conceptual, strategic, and metacognitive indicators. Data were analyzed using percentages and non-parametric Wilcoxon ranked statistical sign tests. The result showed that 2-tailed Asymp. Sig. was 0.000, smaller than 0.05. The conceptual and

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24

HAKTANIR, Gelengül, Ali Değer ÖZBAKIR, Burcu GÜNGÖR CABBAR, Burcu ÇABUK, and Koray HAKTANIR. "Yetişkinler İçin Ekolojik Okuryazarlık Ölçme Aracı (EKOY): Güvenirlik ve Geçerlik Çalışması." Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 17, no. 2 (2024): 1084–112. http://dx.doi.org/10.17522/balikesirnef.1373554.

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The aim of this study is to develop a valid and reliable measurement tool for obtaining information about the ecological literacy of adults. For this purpose, a 72-item and three-part measurement tool was created in accordance with information in the literature and presented to experts for their opinions. After finalizing the scale in accordance with the feedback received, the 25-item 5-point Likert-type Ecological Literacy Awareness Scale, the 17-item true/false-type Ecological Literacy Knowledge Test (1), and the 17-item multiple-choice Ecological Literacy Knowledge Test (2) were created. Th

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25

Athuman, Jamal Jumanne. "Assessing ecological literacy among secondary school students in Morogoro Municipality, Tanzania." Aquademia 9, no. 2 (2025): ep25003. https://doi.org/10.29333/aquademia/16581.

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This study assessed the ecological literacy among secondary school students in Morogoro Municipality, Tanzania. The study was conducted with a sample size of 396 secondary school students, consisting of both male and female participants from different grade levels (form one to form four). Multiple data collection tools were utilized, including an ecological literacy test, an environmental perception survey, and practical ecological exercises. The findings indicated a relatively high overall ecological literacy level among the students, with an average score of 75% on the ecological literacy te

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26

Muhammadjonovna, Maxsudova Gulnora. "MODERN METHODS OF FORMING ECO-LITERACY AMONG STUDENTS IN THE PROCESS OF MODERNIZATION OF ECOLOGICAL EDUCATION." European International Journal of Pedagogics 4, no. 11 (2024): 165–68. http://dx.doi.org/10.55640/eijp-04-11-32.

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This article discusses the theoretical-methodological foundations for forming eco-literacy in students during the modernization of ecological education. It examines the pedagogical-psychological characteristics of modernizing ecological education, which foster eco-creativity, eco-responsibility, and competencies in eco-literacy that influence the relationship between nature and humans. Additionally, it analyzes contemporary methods for developing eco-literacy in students through the modernization of ecological education.

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27

Amantayeva, A. K., Zh B. Childibayev, and Zh A. Lakhbayeva. "ECOLOGICAL COMPETENCE OF THE TEACHER BASICS FORMATION OF ECOLOGICAL CULTURE STUDENTS." BULLETIN Series of Pedagogical Sciences 65, no. 1 (2020): 210–15. http://dx.doi.org/10.51889/2020-1.1728-5496.38.

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The article considers the importance of the formation of ecological culture of future specialists, its components and possible ways of formation for each member of society. Environmental science as an aspect environmental literacy mankind, one of the main tasks environmental education is the formation of human environmental literacy, which is based on human cognitive activity and assumes the possibility applying the acquired knowledge in everyday life and solving current environmental problems. At the same time, environmental competence is one of the main indicators in the formation environmen

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28

Colucci-Gray, Laura, Elena Camino, Giuseppe Barbiero, and Donald Gray. "From scientific literacy to sustainability literacy: An ecological framework for education." Science Education 90, no. 2 (2006): 227–52. http://dx.doi.org/10.1002/sce.20109.

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29

Puguh, Karyanto, Prasetyo Riyadi Idhun, and Adi Praytino Baskoro. "The Ecological Literacy of Prospective Teacher at Sebelas Maret University." Journal of Education and Learning (EduLearn) 12, no. 2 (2018): 287–96. https://doi.org/10.11591/edulearn.v12i2.8057.

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The aim of this study is to determine the ecological literacy ability of prospective teachers at Sebelas Maret University (UNS). This research was conducted on students at the Faculty of Teacher Training and Education (FKIP) UNS Surakarta. The subjects of the study used two courses that gave the ecology course namely Biology Education Study Program and Geography Education Study Program. Subjects in both Study Programs are devoted who are already or are currently receiving ecological subjects. The number of subjects in two study programs were 98 students. Research subjects were taken by stratif

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30

Bañez, Richard Mendoza. "Understanding the Ecopoetics Pedagogy of Preservice English as a Second Language Teachers: A Case Study Using Robert Frost’s Fire and Ice." rEFLections 32, no. 1 (2025): 314–32. https://doi.org/10.61508/refl.v32i1.280094.

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The prevalence of ecological and environmental hazards that adversely impact human lives necessitates the intensification of ecological literacy for the populace. This deepening of people’s knowledge of environmental science for disaster risk reduction and mitigation can be realized through literary pedagogy centering on ecocriticism. Hence, this qualitative study utilizing a case study approach aims to describe the pedagogy of ecopoetics as performed by a group of preservice teachers of English as a Second Language (ESL). By examining the insights they gained from a critical analysis of Rober

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Sigit, Diana Vivanti, Rizhal Hendi Ristanto, Ratna Komala, Anisa Nurrismawati, Puji Prastowo, and Abubakar Sidik Katili. "Analysis of ecological literacy level and creative thinking skills of college students." International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (2024): 1434. http://dx.doi.org/10.11591/ijere.v13i3.25573.

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Higher education institution is one of educational institutions that serve as a place of cultural values, and norms expected to become a foundation to foster caring attitudes toward the environment. These attitudes are accordingly meant to develop ecological literacy in order to overcome environmental problems which are likely to be minimized by combining ecological literacy and creative thinking skills. A quantitative descriptive with correlational study was employed in this research. There were 275 college students from three areas in Indonesia, namely Jakarta, Sumatera, and Gorontalo involv

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Sigit, Diana Vivanti, Rizhal Hendi Ristanto, Ratna Komala, Anisa Nurrismawati, Puji Prastowo, and Abubakar Sidik Katili. "Analysis of ecological literacy level and creative thinking skills of college students." International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (2024): 1434–43. https://doi.org/10.11591/ijere.v13i3.25573.

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Higher education institution is one of educational institutions that serve as a place of cultural values, and norms expected to become a foundation to foster caring attitudes toward the environment. These attitudes are accordingly meant to develop ecological literacy in order to overcome environmental problems which are likely to be minimized by combining ecological literacy and creative thinking skills. A quantitative descriptive with correlational study was employed in this research. There were 275 college students from three areas in Indonesia, namely Jakarta, Sumatera, and Gorontalo involv

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33

Pitman, Sheryn D., Christopher B. Daniels, and Paul C. Sutton. "Ecological literacy and psychographics: lifestyle contributors to ecological knowledge and understanding." International Journal of Sustainable Development & World Ecology 25, no. 2 (2017): 117–30. http://dx.doi.org/10.1080/13504509.2017.1333047.

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34

Faediyah, Faediyah, Susan Anjelli, and Sifa Fasihaturrohmah. "PENGEMBANGAN MODEL PEMBELAJARAN BERBASIS PROYEK LINGKUNGAN UNTUK MENINGKATKAN LITERASI EKOLOGI MAHASISWA." SEMAR : Jurnal Sosial dan Pengabdian Masyarakat 2, no. 3 (2024): 1–7. http://dx.doi.org/10.59966/semar.v2i3.881.

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Ecological literacy is the ability to understand ecological principles, recognize environmental issues, and take responsible action towards the environment. This learning model is designed to actively involve students in projects related to the environment, so that they can gain hands-on experience and build a deeper understanding of ecological concepts. This research aims to develop an ecological environmental project-based learning model that is effective in increasing student literacy. The research method used is qualitative with a descriptive approach. Data collection techniques are carrie

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35

Purwasih, Desy, and Insih Wilujeng. "Analysis Ecological Literacy Skill through Implementation of Learning Instruction Based on Local Potential “Pulau Kembang”." Asian Journal of Science Education 5, no. 2 (2023): 12–19. http://dx.doi.org/10.24815/ajse.v5i2.31512.

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Ecological literacy needs to be trained for students so that the formation of human characters who care about the environment can be formed. Therefore, this study aims to analyse the ability of ecological literacy by implementing learning instructions based on local potential in eco-system materials and their components. This research is quantitative descriptive research. The population in this research is the student in grade seventh, and the total number of samples in this research is 60 students from junior high school in Banjarmasin. Ecological literacy questions consist of ten multiple-ch

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36

Kineman, John J., and Roberto Poli. "Ecological Literacy Leadership:Into the Mind of Nature." Bulletin of the Ecological Society of America 95, no. 1 (2014): 30–58. http://dx.doi.org/10.1890/0012-9623-95.1.30.

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37

Lestari, Pertiwi Indah, Hikmah Rusdi, Rina Novianty, Sri Maya, and Ernawati Ernawati. "Student Eco-literacy in Preventing Ecological Damage." Biosfer: Jurnal Tadris Biologi 14, no. 1 (2023): 33–42. http://dx.doi.org/10.24042/biosfer.v14i1.16238.

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This study aimed to determine student eco-literacy by giving projects in the Waste Management course. This qualitative research uses a survey approach to obtain data from certain natural places (not made by researchers). Still, researchers carry out the treatment in collecting data by distributing questionnaires and giving eco-literacy projects to 26 FKIP UMMA students. The data analysis technique used was Miles and Huberman’s data reduction. The analysis showed that all aspects received a positive response from students of 98%. It means that students were interested in writing to take part in

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Lopulalan, Dortje L. Y., and Mike J. Rolobessy. "Ecological Literacy In The Era Of Digitalization." Teumulong: Journal of Community Service 2, no. 1 (2024): 32–42. http://dx.doi.org/10.62568/jocs.v2i1.53.

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In the era of digitalization, the environment is one area of human life that is given little attention by most people. The aim of this activity is expected to be to create a society with a critical and creative mindset and outlook. The public can criticize information received from various social media and can be creative in implementing the information obtained. The method of implementing the activity is observation and joint discussion. The results obtained by ecological literacy as a form of measure of environmental awareness are something that must continue to be developed through various

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Lemons, John. "Ecological Literacy and the University Ecological Literacy: Education and the Transition to a Postmodern World David W. Orr." BioScience 42, no. 9 (1992): 708–9. http://dx.doi.org/10.2307/1312179.

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Muhammadjonovna, Maxsudova Gulnora. "SPECIFIC ASPECTS OF THE PROCESS OF MODERNIZATION AND IMPROVEMENT OF ECOLOGICAL EDUCATION IN UZBEKISTAN." International Journal of Pedagogics 4, no. 11 (2024): 110–13. http://dx.doi.org/10.37547/ijp/volume04issue11-22.

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This article examines the theoretical-methodological foundations for fostering eco-literacy in students during the modernization of ecological education. It explores the pedagogical-psychological features of modernizing ecological education, which aim to develop eco-creativity, eco-responsibility, and competencies related to eco-literacy, highlighting the corrective impact of ecological education on the relationship between nature and humans. Additionally, the unique aspects of the ecological education modernization and enhancement process in Uzbekistan are analyzed.

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Hayatul Khairul Rahmat, Nurhasan Syah, Eri Barlian, et al. "Empowering Coastal Communities: How Environmental Literacy Shapes a Sustainable Future." Journal of Environmental Nanotechnology 14, no. 1 (2025): 158–64. https://doi.org/10.13074/jent.2025.03.2511274.

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This study aims to explore the concept of sustainable awareness in coastal communities. The author examines the relationship between environmental literacy and sustainability awareness in the lives of coastal residents. Using a literature review method, this paper investigates ecological literacy's role in building sustainability awareness in coastal communities. It has been discussed and analyzed in the broader context of the growing literature on environmental literacy and sustainable development in coastal communities.

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42

Koçoğlu, Erol, Şule Egüz, Rasim Tösten, Fatıma Betül Demi̇, and Danyal Tekdal. "Perception of Ecological Literacy in Education: A Scale Development Study." International Journal of Education and Literacy Studies 11, no. 3 (2023): 3–9. http://dx.doi.org/10.7575/aiac.ijels.v.11n.3p.3.

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The increase in the world population day by day affects the balance of the living world, nature, and environment. Due to unawareness and misuse, the emergence of some environmental imbalances causes the formation of ecological problems. In order to prevent the emergence of these problems or to combat them, everyone in the education process should have an awareness level of ecological literacy. The aim of the research conducted in this direction is to develop a valid and reliable measurement tool for determining the ecological literacy levels of teachers. Within the framework of the purpose of

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43

Fakhrudin, Isma Aziz, Puguh Karyanto, and Murni Ramli. "Instrumen Literasi Ekologi untuk Mengukur Kesiapan Berperilaku Ramah Lingkungan Siswa Sekolah Menengah Atas." BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains 5, no. 1 (2022): 94–106. http://dx.doi.org/10.31539/bioedusains.v5i1.3014.

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This study aims to explain the characteristics and determine the validity and reliability of ecological literacy instruments to measure high school student's readiness for environmentally friendly behavior. The method used is development research. The trial sample consisted of eight high schools with adiwiyata status in Karasidenan Surakarta. The sampling technique used proportionate random sampling with a total sample of 440 students. Collecting data using open-ended interview techniques through focus group discussions and questionnaire trials. The results showed that the reliability and vali

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Kuzu, Esat, Mert Karaoğlu, and Nurettin Türemiş. "Exploring Ecological Literacy and Environmental Attitudes in Preservice Teachers for Sustainable Education." Batı Anadolu Eğitim Bilimleri Dergisi 15, no. 3 (2024): 3502–18. https://doi.org/10.51460/baebd.1585039.

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Environmental challenges, such as pollution and global warming, present significant threats to all living organisms, with humans being both the primary cause and main victims. Education plays a crucial role in fostering ecological literacy, which is essential for addressing these challenges. This study aimed to evaluate the levels of ecological literacy and environmental attitudes among preservice teachers across different academic disciplines. The study was conducted using two different scales. The results revealed that both gender and grade level had a statistically significant impact on eco

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Lee, Yoojin, Taehee Kim, and Hyosun Jung. "Effects of University Students’ Perceived Food Literacy on Ecological Eating Behavior towards Sustainability." Sustainability 14, no. 9 (2022): 5242. http://dx.doi.org/10.3390/su14095242.

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Due to the COVID-19 pandemic and industrialized food systems, people’s eating behavior has become seriously restricted. Especially, university students have started to overly depend on processed foods and carnivorous diets, and it places a huge burden on society by inducing the deterioration of health and environmental sustainability. Therefore, this study was undertaken to examine the effects of university students’ perceived food literacy on ecological eating behavior towards sustainability. A total of 395 university students in South Korea participated in this research. First, students’ foo

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Bilianska, Mariia, and Olga Yaroshenko. "ABILITY TO FOSTER SCHOOLCHILDREN’S ECOLOGICAL LITERACY AS A RESULT OF PROSPECTIVE BIOLOGY TEACHERS’ PROFESSIONAL TRAINING." Problems of Education in the 21st Century 78, no. 6 (2020): 907–19. http://dx.doi.org/10.33225/pec/20.78.907.

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An important role in preventing the negative effects of human impact on the environment is played by environmental literacy, which is connected with developing the ability to use natural resources wisely and reduce waste as well as awareness of the role of the environment for safe and healthy living. The scientific studies on formation of students’ ecological literacy were analyzed. It was revealed that the current state of training future Biology teachers for developing students’ environmental literacy is not efficient. Ability of prospective Biology teachers to form students’ ecological lite

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Tenane, Makabelo, and Tsepo Mokuku. "Biology Learners’ Conception of Ecology of a Wetland Ecosystem." Discourse and Communication for Sustainable Education 15, no. 2 (2024): 131–47. https://doi.org/10.2478/dcse-2024-0021.

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Abstract Wetlands ecosystems play an important role and are relevant to biotic and abiotic factors including survival of humans. Therefore, it is imperative that learners in Lesotho become sensitized to the knowledge about the ecology of wetland ecosystems. Few studies investigated Lesotho students’ ecological literacy of wetlands hence this study explored biology learners’ knowledge of that topic. The research was conducted using a mixed research approach and data was collected using observation and close-ended questionnaires. This research approach neutralized the weaknesses of data and stre

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Khusnul Khotimah, Farid Pribadi, and Mulyono. "Building Ecological Awareness Through Digital Literacy: A Case Study on the Millennial Generation in Higher Education." Antroposen: Journal of Social Studies and Humaniora 3, no. 2 (2024): 93–99. https://doi.org/10.33830/antroposen.v3i2.8140.

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Abstract: This research aims to investigate the impact of ecology-based digital literacy on the formation of ecological awareness among millennial generations in higher education. Millennials, as a significant demographic group, play a key role in shaping the future of the environment. In this context, digital literacy serves as an essential tool for disseminating knowledge and motivating pro-environmental actions. The research method employed a case study approach within the higher education environment, involving a group of millennial students participating in ecology-based digital literacy.

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Yang, Lina, and DR. MARIA LIRIA D. DACANAY. "Socio-Ecological Factors and Physical Literacy that Shapes the Physical Activities of Chinese Students." International Journal of Education and Humanities 16, no. 1 (2024): 254–58. http://dx.doi.org/10.54097/wadmkn26.

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This research utilized descriptive correlational predictive research design to explore the socio-ecological factors affecting Chinese students' sports literacy and physical activity, with the objective of constructing a Physical Education Activity Plan and analyzes the ways to explore effective ways to cultivate Chinese students' sports literacy and physical activity. With 398 respondents from 4 universities, selected through stratified sampling, the researcher found out that: The level of influence of socio ecological factors on the physical activity of the students is considered to be very i

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Jamaludin, Syaoqi Akbari, Nana Supriatna, and Neiny Ratmaningsih. "The Influence Of Medicinal Plant Literacy Through Youtube Media On Ecological Intelligence Via The PBL Model In Social Studies Subjects (Quasi-Experiment At Mts Miftahul Huda Majalengka)." Eduvest - Journal of Universal Studies 4, no. 7 (2024): 6215–27. http://dx.doi.org/10.59188/eduvest.v4i7.1599.

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Ecological intelligence will be closely related to the environment in which humans live. Nowadays, ecological intelligence is very necessary in various aspects of human life, this is because many people in human life today pay little attention to the state of the environment. The school not only creates smart students, but also tries to create students who have the character as stated in the 2013 curriculum, especially regarding students' concern for the environment. Human interaction with the environment causes a lot of damage to the environment itself. This research aims to determine the pic

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