Environmental Literacy: a need for an environmentally active society
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Abstract
In a society in a permanent state of alert regarding the visible effects of climate change on our planet, there are not enough informed citizens on environmental issues. It is crucial to promote a change in environmental attitudes to adopt favorable behaviors towards the environment and consciously act applying skills for action. To promote environmental literacy, at an early stage is an adequate way to achieve this great goal. This work focuses on environmental literacy, a concept rarely addressed in the literature, though of great importance, since the times we live in require a more informed conscious society which will, above all, be more able to solve problems and to adopt environmental practices.
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Moreno, M., & Mafra, P. (2019). Environmental Literacy: a need for an environmentally active society. EduSer, 11(2), 66–76. https://doi.org/10.34620/eduser.v11i2.133
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References
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Ramsey, J.; Hungerford, H. e Tomera, A. (1981). The effects of environmental action and environmental case study instruction on the overt environmental behavior of eighth-grade students. Journal of Environmental Education, 13(1), 24-29.
Robelia, B. e Murphy, T. (2012). What do people know about key environmental issues? A review of environmental knowledge surveys. Environmental Education Research, 18(3), 299-321.
Roth, C. E. (1968). On the Road to Conservation. Massachusetts: Audubon. 38–41.
Roth, C. E. (1992). Environmental Literacy: Its Roots, Evolution, and Directions in the 1990’s. Columbus, OH: ERIC Clearinghouse for Science, Mathematics and Environmental education.
Simmons, D. (1995). Working Paper #2: Developing a Framework for National Environmental Education Standards. Em Papers on the Development of Environmental Education Standards. Troy, OH: NAAEE. 10–58.
Stables, A., Soetart, R., Stoer, S. e Lencastre, M. (1998). The Development of Environmental Awareness through Literature and Media Education. Projeto patrocinado por DGXI da Comissão Europeia. Bruxelas: Ed. Universidades de Bath, Ghent e Porto.
Teksoz, G.T., Boone, J.W., Tuzun, O.Y. e Oztekin, C. (2014). An evaluation of the environmental literacy of preservice teachers in Turkey through Rasch analysis. Environmental Education Research, 20:2, 202-227.
Tsevreni, I. (2011). Towards an environmental education without scientific knowledge: an attempt to create an action model based on children’s experiences, emotions and perceptions about environment. Environmental Education Research, 17(1), 53-67.
Benavente, A., Rosa, A., Costa, A. e Ávila, P. (1996). Literacia em Portugal – Resultados de uma Pesquisa Extensiva e Monográfica. Lisboa: Ed. Fundação Calouste Gulbenkian.
Carvalho, G.S. (2009). Literacia científica: Conceitos e dimensões. Em: Azevedo, F. e Sardinha, M.G. (Coord.) Modelos e práticas em literacia. Lisboa: Lidel, 179‐194.
Disinger, J. F. e Roth, C.E. (1992). Environmental Literacy. ERIC/CSMEE Digest. http://eric.ed.gov (acedido a 28 de abril de 2014).
Goleman, F. (2009). Ecointeligência. Temas e Debates. Lisboa: Círculo de Leitores.
Goldman, D., Assaraf, O. e Shaharabani, D. (2013): Influence of a Non-formal Environmental Education Programme on Junior High-School Students’ Environmental Literacy. International Journal of Science Education, 35:3, 515-545
Igbokwe, A. (2012). Environmental Literacy Assessment: Exploring the Potential for the Assessment of Environmental Education/Programs in Ontario Schools. International Journal for Cross-Disciplinary Subjects in Education, Vol. 3, Issue 1, 648-656.
Jensen, B.B. (2002). Knowledge, Action and Pro-environmental Behaviour. Environmental Education Research, 8(3), 325–334.
Kollmuss, A. e Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to proenvironmental behaviour? Environmental Education Research, 8:3, 239-260.
Leitão, A. (2004). Literacias ambientais: sua evolução ao longo do ensino básico. Dissertação de Mestrado. Porto: Universidade Portucalense.
Lencastre, M. (1998). Educação Ambiental, Etologia Ética: elementos para uma perspectiva eco-etológica em educação. Revista Educação Sociedade & Cultura, nº 9, 33-47.
NAAEE - North American Association of Environmental Educators. (2011). Developing a Framework for Assessing Environmental Literacy. Executive Summary.
Mafra, P. e Moreno, M. (2016). O Projeto Rios como ferramenta na Educação Ambiental: monitorização do rio Fervença: Bragança. EduSer: Revista de Educação. ISSN 1645-4774. 8:1, p. 1-12.
McBeth, B., Hungerford, H., Marcinkowski, T., Volk, T. e Meyers, R. (2008). National Environmental Literacy Assessment Project: Year 1. National Baseline Study of Middle Grades Students Final Research Report.
McBeth, B. e T. Volk, T. (2009). The National Environmental Literacy Project: A Baseline Study of Middle Grade Students in the United States. The Journal of Environmental Education, 41(1), 55–67.
McBeth, B. e Volk, T.L. (2010). The national environmental literacy project: A baseline study of middle grade students in United States. The Journal of Environmental Education, 41(1), 55-67.
Moreno, M. (2014). Competências para atuar sustentavelmente a favor do meio ambiente. Um estudo sobre os conhecimentos, as atitudes e os comportamentos face a um ambiente sustentável com alunos portugueses do 1.º ciclo do ensino básico. Tese de Doutoramento. Departamento de Pedagogia e Didática.
Universidade da Corunha, Corunha.
Morrone, M., Mancl, K. e Carr, K. (2001). Development of a Metric to Test Group Differences in Ecological Knowledge as One Component of Environmental Literacy. The Journal of Environmental Education, 32, 33–42.
Moseley, C. (2000). Teaching for Environmental Literacy. Information Clearing House. Califórnia: Imperial Beach.
Pedro, A. (2009). Monitorização da Literacia Ambiental nos Alunos Finalistas do Ensino Secundário. Dissertação de Mestrado. Porto: Departamento de Zoologia - Antropologia. Faculdade de Ciências da Universidade do Porto.
Ramsey, J.; Hungerford, H. e Tomera, A. (1981). The effects of environmental action and environmental case study instruction on the overt environmental behavior of eighth-grade students. Journal of Environmental Education, 13(1), 24-29.
Robelia, B. e Murphy, T. (2012). What do people know about key environmental issues? A review of environmental knowledge surveys. Environmental Education Research, 18(3), 299-321.
Roth, C. E. (1968). On the Road to Conservation. Massachusetts: Audubon. 38–41.
Roth, C. E. (1992). Environmental Literacy: Its Roots, Evolution, and Directions in the 1990’s. Columbus, OH: ERIC Clearinghouse for Science, Mathematics and Environmental education.
Simmons, D. (1995). Working Paper #2: Developing a Framework for National Environmental Education Standards. Em Papers on the Development of Environmental Education Standards. Troy, OH: NAAEE. 10–58.
Stables, A., Soetart, R., Stoer, S. e Lencastre, M. (1998). The Development of Environmental Awareness through Literature and Media Education. Projeto patrocinado por DGXI da Comissão Europeia. Bruxelas: Ed. Universidades de Bath, Ghent e Porto.
Teksoz, G.T., Boone, J.W., Tuzun, O.Y. e Oztekin, C. (2014). An evaluation of the environmental literacy of preservice teachers in Turkey through Rasch analysis. Environmental Education Research, 20:2, 202-227.
Tsevreni, I. (2011). Towards an environmental education without scientific knowledge: an attempt to create an action model based on children’s experiences, emotions and perceptions about environment. Environmental Education Research, 17(1), 53-67.