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Environmental literacy can be defined as having necessary perceptions and competency of health and environmental systems and as being active in developing necessary acts about them. Individuals are expected to use their knowledge and concepts in daily life. The aim of this study is to determine students’ views about operational environmental litera...
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... However, the authors did not recode the score on the reverse item prior to computing the pretest and posttest average scores. Furthermore, it appears that van de Wetering et al. relied on paired-samples summary statisticssuch as paired-samples t-test values to code for several effect sizes but used utilities intended for independent-samples statistics, which leads to biased estimates for a number of papers (e.g., Erdogan, 2011;Fidan & Ay, 2016;Fröhlich et al., 2013;To-Im & Klunklueng, 2012). ...
... Environmental literacy is a person's ability to understand environmental conditions and based on this understanding a person can determine appropriate actions related to maintaining, improving, and enhancing environmental conditions (Patrisiana et al, 2020). Meanwhile, according to Fidan & Ay (2016) Environmental literacy is having the ability to respond to the environment and be able to make decisions about the environment. ...
Environmental literacy is needed to create a society that cares about the
environment and as an effort to overcome environmental problems. This study aims to determine the environmental literacy profile of Class X State Senior High School students in Pontianak and to determine the relationship between the domain and environmental literacy. The subject of this research is the students of SMA Negeri in Pontianak City totalling 356 students who are determined by cluster sampling. The instrument used in this study was the form of a questionnaire with 37 statements and a test with 16 multiple-choice questions. This research method is descriptive quantitative. The results of this study indicate that the domains of attitudes towards the environment and behaviour towards the environment get “good” categories with an average value of 67.89 and 65.42 respectively. Meanwhile, the domains of environmental awareness and environmental knowledge get a sufficient category with an average value of 58.29 and 57.45 respectively. Environmental literacy based on indicators, it is categorized as “good” and sufficient. The correlation test results obtained
indicate that each domain of environmental literacy has a relationship with environmental literacy
... While the lack of this understanding is emphasized in the curriculum and textbooks, it is mostly involved in the suggestions regarding education. This is similar to the results of the studies conducted by Tırpancı (2019) and Şan (2016), Fidan & Ay (2016) with the secondary school students, and by Öcal (2016) with the pre-service teachers. It is also similar to constructivist education approach and applied education regarding the education of pre-service teachers carried out by Aladejebi (2020). ...
As the number of global environmental problems is increasing day by day, one of the courses given in environmental education, which is gaining importance, is social studies. In this context, environmental education in social studies gains importance, as well. From this point of view, this research aims to determine the views of social studies teachers about environmental education given through social studies curriculum and textbooks. The research was conducted with a phenomenological design, one of the qualitative research designs. The study group of the research consisted of 8 social studies teachers working in schools affiliated with the Ministry of National Education of Türkiye (MoNE) in the fall semester of 2021-2022. The study data were collected with a semi-structured interview form prepared by the researcher. The obtained data were analysed by the descriptive analysis method. According to the research findings, social studies teachers are of the opinions below: the emphasis on the sustainability principle of environmental education in the curriculum is low, it is insufficient in terms of achievements and is not suitable for the level, however, it is sufficient in terms of skills. In addition, the textbooks are far from actuality, and especially at the 5th-grade level, the visualization is insufficient. While the applied-based education approach is mostly adopted in environmental education, it has been emphasized that the most important problem in the realization of environmental education is the procedure. Teachers suggested the practice and activity-based education approach and environmentalist content.
... Creating a product in the learning process indicates a person's literacy ability has grown and developed well [54]. When students are accustomed to learning with concepts that are closely related to their surrounding environment, good awareness and knowledge will be formed in students, one of which is the formation of environmental literacy [5], [55], [56]. In addition, during the PBLEC learning process, the actions of the lecturer at each stage of the process become one of the keys to the formation of student environmental literacy. ...
Environmental literacy is an attitude and behavior that must be possessed by a student in protecting the environment. Therefore, it is necessary to carry out a plan and action to empower environmental literacy through education. This study aimed to determine the effect of the problem-based learning with environmental-based comic (PBLEC) model in empowering students' environmental literacy in Indonesia. This type of research was a quasi-experimental posttest-pretest non-equivalent control group design study involving 97 students at the University of Muhammadiyah Makassar, South Sulawesi, Indonesia. Students' environmental literacy data was obtained by using an exam technique using an essay test instrument sheet, then the results were analyzed using descriptive statistics and one-way inferential analysis of covariance (ANCOVA). The results of statistical analysis showed that the PBLEC model has an effect on students' environmental literacy. The average score achieved by students in the class group using PBLEC is higher than students who are taught by the problem-based learning (PBL) learning process and conventional learning. Therefore, the use of the PBLEC model can be used in the learning process as an effort to grow and improve student environmental literacy.
... The overarching goal of environmental education has been defined as "environmental literacy" (Fidan & Ay, 2016). The goal of environmental literacy education is to bring about a change in human behaviour towards the environment, so that it is not merely the acquisition of theoretical knowledge detached from practical action, but a fundamental change in the human approach that will manifest itself in relevant action. ...
... Furthermore, the results of research from Prasetiyo (2017) and Farwati et al. (2017) also stated that students' level of environmental literacy was still low. It reflected that there are many obstacles in building environmental literacy, including limitations of learning devices, material that is not matched with the design curriculum, and limited learning resources and relevant learning media (Veisi et al., 2018;Fidan & Ay, 2016). ...
... Ainda que alvo de escassos estudos, a saúde ambiental e a proteção do planeta têm assumido um maior destaque e interesse por parte dos investigadores das ciências sociais e humanas nas últimas décadas. Conceptualizada por Gray (2018) como a forma que as pessoas interpretam e utilizam a informação referente às exposições ambientais eventualmente negativas e a sua influência na saúde, a literacia em saúde ambiental é defendida enquanto solução para problemas globais na sociedade (Fidan & Ay, 2016). ...
... This article is concerned with the education of teachers to work with environmental topics because these professionals have a central role in the development and implementation of teaching activities which ultimately enable their students to overcome environmental issues (Carvalho 2001, Oliveira and Carvalho 2012, Liu et al 2015, Fidan and Ay 2016, Nazarenko and Kolesnik 2018, Ramadhan et al 2019. In this sense, courses responsible for educating teachers should prepare them for this challenge and special attention should be given to initial teacher education programmes (Carvalho 2001). ...
In Brazil, environmental topics in teacher education programmes have largely been addressed and explored by the field of research in Environmental Education and subsidized by legislative and normative instruments. Nevertheless, the difficulties in articulating environmental topics within some areas of knowledge compromise their integration in certain subject-specific courses, as is the case for initial physics teacher education courses. In this light, this article seeks to identify the main challenges and motivations to incorporating environmental topics in physics teacher education courses, with the aim of identifying strategies that may contribute to overcoming these difficulties. Interviews were carried out with 15 physics teacher education courses coordinators at state-funded higher education institutions in the state of São Paulo, Brazil. Drawing upon Content Analysis procedures, analysis was conducted on the interview transcripts as well as pedagogical plan courses. The main findings highlight that the presence of environmental topics in these programmes reflects legislative and normative requirements. In addition, other factors motivated the inclusion of environmental topics in these courses, thus indicating recognition of its importance to initial physics teacher education. This study also shows that the small number of university lecturers and professors involved in environmental education working within these programmes is the main challenge to including environmental topics in initial physics teacher education curriculum.
... The study of environmental literacy is still lacking in Indonesia. The study about environmental literacy has been done in Turkey, Taiwan, Europe, and German [5]- [8]. One of the ways to create environmental literacy is building consistent communication from the parent's involvement [9]. ...
... Ainda que alvo de escassos estudos, a saúde ambiental e a proteção do planeta têm assumido um maior destaque e interesse por parte dos investigadores das ciências sociais e humanas nas últimas décadas. Conceptualizada por Gray (2018) como a forma que as pessoas interpretam e utilizam a informação referente às exposições ambientais eventualmente negativas e a sua influência na saúde, a literacia em saúde ambiental é defendida enquanto solução para problemas globais na sociedade (Fidan & Ay, 2016). ...
... Cátia Branquinho i,ii , Ana Virgolino i , Osvaldo Santos i , Tânia Gaspar i,ii,iii e Margarida Gaspar de Matos i,ii,iv Ainda que alvo de escassos estudos, a saúde ambiental e a proteção do planeta têm assumido um maior destaque e interesse por parte dos investigadores das ciências sociais e humanas nas últimas décadas. Conceptualizada por Gray (2018) como a forma que as pessoas interpretam e utilizam a informação referente às exposições ambientais eventualmente negativas e a sua influência na saúde, a literacia em saúde ambiental é defendida enquanto solução para problemas globais na sociedade (Fidan & Ay, 2016). ...
