The effects of educator’s level of environmental literacy on their issue identification practices
Datos Bibliográficos
| ID | 12526207 |
|---|---|
| Autores | Roberta Howard Hunter (0000-0002-9506-6787, Michigan State University, autor de correspondencia), Rebecca C Jordan (0000-0002-9818-6557, Michigan State University), Rebecca Jordan (0000-0002-4048-6792, Michigan State University) |
| Año | 2022 |
| Volumen | 28 |
| Número | 5 |
| Páginas | 767-785 |
| Fecha de publicación | 2022-02-28 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Environmental Education Research (JOURNAL) |
| Identificadores de la revista | ISSN: 1350-4622 • E-ISSN: 1469-5871 |
| Editorial | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13504622.2022.2045003 |
| OpenAlex | W4214548816 |
| Idioma | EN |
| Citas recibidas | 5 |
| Referencias citadas | 39 |
Research on environmental literacy in students and adults has often used ratings of high and low to indicate the extent of one’s environmental literacy. Such ratings miss the nuances that a continuum could provide. This study uses a contextual perspective on environmental literacy which includes such a continuum to examine the relationship between level of environmental literacy and patterns of environmental issue identification. Based on responses from the Teacher Environmental Literacy Assessment, informal educators and teachers were placed along a continuum from functional to critical. Interviews were analysed to discern differences and find patterns in issue identification at three levels. In general, educators with a cultural or critical literacy provided more complex explanations of issue identification and proposed system-level action more often. Implications of differences at each level and in transition zones are discussed
Critical literacy · Environmental education · Identification (biology · Literacy · Mathematics education · Pedagogy · Perspective (graphical · Science education · Scientific Literacy · Sociology · Computer Science · Environmental Education and Sustainability · Indigenous and Place-Based Education · Psychology · Science Education and Pedagogy · Ecology
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| Obras citantes distintas | 5 |
|---|---|
| Citas por año | 1,67 |
| Intervalo de citas | 2023 - 2026 (4) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 5 |