The impact of accent and content of nature and environmentally -oriented study programmes at the Faculty of Education, University of South Bohemia, on the development of environmental literacy
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Abstract
This article presents the results of an environmental literacy pre-test conducted among first to third year students of two Bachelor study programmes at the Department of Biology, Faculty of Education, at the University of South Bohemia (PF JU) – the Introductory Teacher Training course in Natural History (PU) and Nature and Environmental Education (PEV). The test is an initial attempt to probe alternatives for testing some aspects of environmental literacy using variables based on the curriculum document Recommended Objectives for Environmental Education (Pastorová a kol., 2011a, 2011b). Students' responses were analysed in four categories: relationship to nature, knowledge of ecological principles, proenvironmental behavior and investigative skills. In the area of investigation skills, the main focus was placed on the effect of Inquiry-Based Science Education (IBSE), which is being actively implemented at the Department of Biology PF JU. The results show that students of both programmes have a comparable level of environmental literacy. Significant differences were noted only in the categories 'knowledge of ecological principles' and 'investigative skills', in which PU students scored better. This could reflect differences in the content and focus of both programmes. The better results of PU students in the area of 'investigative skills' is also attributed to Inquiry-Based Science Education, which is applied in more PU subjects compared to PEV. The test also indicated that some other intervening variables could influence the results, such as the type of previous education the students' experienced.
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Dvořáčková, S., & Ryplova, R. (2012). The impact of accent and content of nature and environmentally -oriented study programmes at the Faculty of Education, University of South Bohemia, on the development of environmental literacy. Envigogika, 7(3). https://doi.org/10.14712/18023061.77
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This work is licensed under a Creative Commons Attribution 4.0 International License.
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SOUKUP, P. ISSP: životní prostředí. Sociologický ústav Akademie věd České republiky, 2001. 73 s.
VADALA, C., E., BIXLER, R.D., JAMES, J.J. Childhood Play and Environmental Interest: Panacea of Snake Oil. The Journal of Environmental Education, 2007, 39(1), 3 - 8
YAVETZ, b., GOLDMAN, d. A pE’ER, s. Environmental literacy of pre-service teachers in Israel: a comparison between students at the onset and end of their studies. Environmental Education Research, 15:4, 393 – 415, 2009.
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ZOLLER U. Science Education for global Sustainability: What Is Necessary for Teaching, Learning and Assessment Strategies? J. Chem. Educ. 2012, 89, 297 - 300
BOWLER D.E.,BUYUNG-ALI l., KNIGHT T.M., PULLI A.S. Urban greening to cool towns and cities: A systematic review of the empirical evidence. Landscape and urban planning 97. 147-155. 2010.
ČINČERA, J. Doporučené očekávané výstupy pro environmentální výchovu. Envigogika [online]. 2011/6/2 [cit. 20012-6-1]. Dostupný z WWW: < http://www.envigogika.cuni.cz/index.php/cz/recenzovane-clanky/2011/envigogika-2011vi2/581-doporucene-ocekavane-vystupy-pro-environmentalni-vychovu.
ČINČERA, J. Vyhodnocování efektivity environmentální výchovy. In VINCÍKOVÁ, Soňa (ed.). Environmental Management for Education and Edification. 1(1), 95-103, Bánská Bystrica: Univerzita Mateja Béla, 2004. ISSN 1336-5762.
ČINČERA, J., ŠTĚPÁNEK, P. Výzkum ekologické gramotnosti studentů středních odborných škol. Envigogika [online]. 2007/II/1 [cit. 2007-12-15]. Dostupný z WWW:
EVROPSKÁ KOMISE [online]. Science Education NOW. 2007 [cit. 2012-05-24]. Dostupné z WWW:
Forbes, C.T.,Cory, T., Zint, M. Elementary teachers' beliefs about, perceived competencies for, and reported use of scientific inquiry to promote student learning about and for the environment. Journal of Environmental Education 42(1), 30 - 42, 2011
FOWLER D. a kol. Atmospheric composition change: Ecosystems - Atmosphere interactions. Atmospheric Environment 43, 5793 - 5267 . 2009
FRANĚK, M. Nature Relatedness Scale. Český překlad škály měřící spojení s přírodou. [cit. 2012-09-02].Evigogika 2012/VII/1 2012/dostupné z http://www.envigogika.cuni.cz/index.php/cz/recenzovane-clanky/2012/envigogika-2012-vii-1/660-nature-relatedness-scale-cesky-preklad-skaly-merici-spojeni-s-prirodou
GEUNTHER, A. B., HEWIT, C. N., ERICKSON, D., FALL, R., GERON, C., GRAEDEL, T., HARLEY, P., KLINGER, L., LERDAU, M., McKAY, W.A., PIERCE, T., SCHOLES, B., STEINBRECHER, R., TALLAMRAJU, R., TAYLOR J .& ZIMMERMAN, P. A global model of natural volatile organic compound emission. J. Geophys.Res. 100 , 8873 – 8892. 1995
HSU, S. J. The effects of an environmental education program on responsible environmental behaviour and associated environmental literacy variable in Tawanese college students. Journal of Environmental Education 35 (2), 37-48. 2004
CHAWLA, L. Life Paths Into Effective Environmental Education. The Journal of Environmental Education. 31(1), 15 - 26, 1999
CHENG, J., Ch., MONROE, M., C. Examining Teachers’ Attitudes Toward a Required Environmental Education Program. Applied Environmental Education & Communication, 9 (1), 28-37, 2010
JANČAŘÍKOVÁ, K. Zooasistence v pedagogické praxi. Envigogika [online]. 2009/IV/3 [cit. 2012-20-9]. Dostupný z WWW: < http://www.envigogika.cuni.cz/index.php/cz/cs/texty/20093/340-zooasistence-v-pedagogicke-praxi
KORHONEN, K. a LAPPALAINEN, A. Examining the environmental awarness of children and adolescents in the Ranomafana region, Madagaskar. Environmental Education Research, 10, 2, 195-216. 2004
KRAVCIK, M., POKORNY, J., KOHUTIAR, J., KOVAC, M., TOTH, E. Water for the Recovery of the Climate – A New water Paradigm , 122 stran, 2008. ISBN 978 80 89089 71 0 Waterparadigm.org
LUBEZKI, A, DORI, J., ZOLLER, U. HOCS-Promoting Assessment of Students Performance on Environment Related Undergraduate Chemistry. Chem. Educ. Res. Pract. 2004, 5(2), 175 – 184
MCMILLAN, E. E., WRIGHT, T. A BEAZLEY, K. Impact of university-level environmental tudies class on students‘ values. Journal of Environmental Education 35 (3), 19-28. 2004.
MICHAELS, S., Shouse, A. W. & Schweingruber, H. A. Ready, Set, Science! Putting research to work in K-8 science classrooms. National Research Council. National Academic Press. Washington D.C. 220 s. 2008 [on line] [cit. 2012-16-04] Dostupné na WWW: http://www.nap.edu/catalog.php?record_id=11882
OSBORNE, J., DILLON, J. [online]. Science Education in Europe: Critical Reflections. 2008 [cit. 2012-05-24]. Dostupné z WWW: http://www.nuffieldfoundation.org/fileLibrary/pdf/Sci_Ed_in_Europe_Report_Final.pdf
PAPÁČEK, M. Limity a šance zavádění badatelsky orientovaného vyučování přírodopisu a biologie v České republice. In: Papáček M. (ed.): Didaktika biologie v České republice 2010 a badatelsky orientované vyučování. DiBi 2010. Sborník příspěvků semináře, 25. a 26. března 2010, Jihočeská univerzita, České Budějovice. 2010, 145 - 162. ISBN 978-80-7394-210-6
PASTOROVÁ, M. a kol. Doporučené očekávané výstupy. Metodická podpora pro výuku průřezových témat na základních školách. Praha: Výzkumný ústav pedagogický, 2011a. Dostupné z WWW http://www.vuppraha.cz/nova-publikace-divize-vup-%E2%80%93-doporucene-ocekavane-vystupy-pro-zakladni-skoly ISBN 978-80-87000-76-2.
PASTOROVÁ, M. a kol. Doporučené očekávané výstupy. Metodická podpora pro výuku průřezových témat v gymnáziích. Praha: Výzkumný ústav pedagogický, 2011b. Dostupné z WWW http://www.vuppraha.cz/wp-content/uploads/2011/10/Doporucene_ocekavane_-vystupy_-gymnazia.pdf ISBN 978-80-87000-77-9.
POKORNY, J.BROM, J., CERMAK, J., HESSLEROVA, P., HURYNA, H., NADEZSINA, N., REJSKOVA, A. . Solar energy dissipation and temperature control by water and plants. Int. Journal of Water. 2010, 5, 311-336
RYPLOVÁ, R., Reháková, J.Přínos badatelsky orientovaného vyučování (BOV) pro environmentální výchovu: Případová studie implementace BOV do výuky na ZŠ. s. C1-5. Envigogika 2011/VI/3. on line [cit. 2012-16-04] Dostupné na http://www.envigogika.cuni.cz/index.php/cz/recenzovane-clanky/2011/envigogika-2011vi3/606-prinos-badatelsky-orientovaneho-vyucovani-bov-pro-environmentalni-vychovu-pripadova-studie-implementace-bov-do-vyukyna-zs .
SIVEK, D. J. Environmental Sensitivity among Wisconsin High School Students. Environmental Education Research, 8 (2), 155-170, 2002, ISSN 1350-4622.
SMIATEK, G., STEINBRECHER, R.,. Temporal and spatial variation of forest VOC emissions in Germany in the decade 1994 – 2003 . Atmospheric Environment. 2006, 40, 166 – 177.
SOUKUP, P. ISSP: životní prostředí. Sociologický ústav Akademie věd České republiky, 2001. 73 s.
VADALA, C., E., BIXLER, R.D., JAMES, J.J. Childhood Play and Environmental Interest: Panacea of Snake Oil. The Journal of Environmental Education, 2007, 39(1), 3 - 8
YAVETZ, b., GOLDMAN, d. A pE’ER, s. Environmental literacy of pre-service teachers in Israel: a comparison between students at the onset and end of their studies. Environmental Education Research, 15:4, 393 – 415, 2009.
YE, Z.N., Barker, S., Rowell, P., Reyes, P., Zhou, J.Z., Jenkins, F., Wang, M., Fuentes, E.L. Globalization of science inquiry and education for sustainable development . MBE 2008: Asia - Pacific conference on mind brain and education, 2008, 108 – 112.
ZOLLER U. Science Education for global Sustainability: What Is Necessary for Teaching, Learning and Assessment Strategies? J. Chem. Educ. 2012, 89, 297 - 300