Development and validation of the environmental literacy instrument for adolescents

Szczytko, Rachel; Stevenson, Kathryn T.; Peterson, M. Nils; Nietfeld, John L.; Strnad, Renee

doi:10.1080/13504622.2018.1487035

Cited by 54 publications

(48 citation statements)

References 76 publications

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“…The knowledge component was measured through three major elements of sustainability: environment, economy and social (Hanifah, Shaharudin, Mohmadisa, Nasir, & Yazid, 2015). While attitudes in this study were measured in the aspect of cognitive, affective and psychomotor (Krathwohl, 2002;Szczytkoa, Stevensona, Petersonb, Nietfeldc, & Strnad, 2018;Bloom, 1956). Next, the skills of climate change mitigation and adaptation were measured through research and innovation, data analysis, leadership, and communication.…”

Section: Figure 1 Components Of Climate Literacy Of Studentsmentioning

confidence: 99%

Climate Literacy Awareness Among Preservice Teachers in Malaysia

Nayan

Mahat

Hashim

et al. 2020

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Climate change and global warming are the primary issues often debated when environmental issues are discussed nowadays. Among the efforts made to raise awareness concerning mitigation and adaptation to climate change is climate literacy acquired from the educational medium. Therefore, this article seeks to identify the level of awareness on climate literacy among preservice teachers in Malaysia. This study involved 500 final-year students from nine faculties at Sultan Idris Education University using the stratified sampling method. A questionnaire instrument was used to get feedback, containing four study variables, namely the knowledge, attitudes, skills, and practices of climate change mitigation and adaptation. The findings showed that the knowledge of and attitudes towards climate change mitigation and adaptation variables were at high levels, while the skills and practices of climate change mitigation and adaptation variables were at moderate levels. Thus, this indicates that students’ knowledge of and attitudes towards climate change mitigation and adaptation were good and satisfactory, but not the skills and practices of climate change mitigation and adaptation, which were still moderate and could be improved over time. The findings and issues that have been studied can be used as a reference and guide for universities, educators and ministries in improving students’ climate literacy, aiming for a more sustainable life.

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Section: Figure 1 Components Of Climate Literacy Of Studentsmentioning

confidence: 99%

Climate Literacy Awareness Among Preservice Teachers in Malaysia

Nayan

Mahat

Hashim

et al. 2020

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“…The ALI-LF includes measurements of knowledge, attitudes, and behaviors, operationalized in the context of local foods. These constructs build towards recent frameworks for AL which identifies awareness, knowledge, attitudes, skills, and behavior (Meischen & Trexler, 2003;Spielmaker et al, 2014;Vallera & Bodzin, 2016) and parallels environmental literacy frameworks and associated instruments (McBeth et al, 2011;Szczytko et al, 2018). The knowledge construct focuses on the content needed to understand what constitutes local foods such as the role of seasons in food availability (Martinez et al, 2010).…”

Section: Conceptual Frameworkmentioning

confidence: 97%

“…For example, Hollweg et al (2011)'s environmental literacy framework parallels AL in its constructs by including knowledge, dispositions (affectual outcomes), competencies (applied knowledge, skills), and motivations (behaviors). Further, several environmental literacy instruments incorporate measures of knowledge, affect, behavior, and skills (e.g., McBeth et al, 2011;Szczytko et al, 2018) that may be useful in constructing similar instruments for AL.…”

Section: Considerations For New Agricultural Literacy Assessmentsmentioning

confidence: 99%

“…One alternative may be developing parsimonious tools focusing on one topic at a time (e.g., biotechnology, local food systems) and assessing AL more holistically. This would allow for a multi-construct evaluation of specific programs as it has been done in general environmental literacy (Szczytko et al, 2018), climate literacy (Stevenson et al, 2014), and ocean literacy (Guest et al, 2015).…”

Section: Figure 1 Evolution Of Constructs To Measure Agricultural Litmentioning

confidence: 99%

“…Specifically, we conceptualized behavior as the degree to which children would talk to their parents about purchasing food at a farmers' market, picking their own food, or choosing foods with a local food label (Table 3). This approach is reflected in several other behavior scales that ask children the degree to which they may ask parents, elected officials, or other adults to support the environment (Duvall & Zint, 2007;Lawson et al, 2018;Szczytko et al, 2018). It is also a common practice in the food industry to influence family purchasing behavior through marketing to children (Calvert, 2008).…”

Section: Behaviormentioning

confidence: 99%

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Development and Validation of a Children’s Agricultural Literacy Instrument for Local Food

Brune¹,

Stevenson²,

Knollenberg³

et al. 2020

JAE

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While increasing agricultural literacy (AL) has been the focus of numerous educational programs, few AL scales have been developed specifically for children. AL programming struggles to rigorously evaluate their programs, particularly when little time is available for assessments in informal contexts. The lack of evaluation tools that allow to accurately measure educational impacts compromises progress on AL. In this paper, we present the development and validation of the Agricultural Literacy Instrument for Local Foods (ALI-LF) for children between the ages of 9 and 13. The instrument measures three domains of agricultural literacy (knowledge, attitudes, and behaviors). We pilot tested the instrument with children between 9 and 13 years old at a local arboretum and further validated the instrument at six agritourism farms. To analyze the data, we used principal component factor, Cronbach’s alpha, and descriptive statistics. The results support a comprehensive reliable instrument validated for informal contexts, such as farms offering recreational or educational activities to visitors (i.e., agritourism). This instrument fills the existing gap of adequate tools to evaluate AL programming which can support moving forward AL advances among children.

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