Development of a Metric to Test Group Differences in Ecological Knowledge as One Component of Environmental Literacy

Morrone, Michele; Mancl, Karen; Carr, Kathleen

doi:10.1080/00958960109598661

Cited by 109 publications

(59 citation statements)

References 21 publications

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“…In other words, the author argues that "experience triggers environmental literacy" […] "and to build environmental literacy it is necessary to go beyond books and libraries and experience nature directly" [33] (p. x). Morrone et al [35] concur with this view and highlight that environmental literacy involves more than just knowledge about environmental issues. In a similar manner, Disinger and Roth [36] suggest that a literate individual combines knowledge with values, which leads to action [35].…”

Section: Defines Eco Literary By Emphasising What the Term Literacy Isupporting

confidence: 55%

“…Morrone et al [35] concur with this view and highlight that environmental literacy involves more than just knowledge about environmental issues. In a similar manner, Disinger and Roth [36] suggest that a literate individual combines knowledge with values, which leads to action [35]. Thus, it could be said that the four goals of environmental education are: "knowledge about ecological concepts, conceptual awareness about how behaviour affects the environment, knowledge and skills for issue investigation and evaluation and environmental action skills" [37,38].…”

Section: Defines Eco Literary By Emphasising What the Term Literacy Isupporting

confidence: 55%

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The Well(s) of Knowledge: The Decoding of Sustainability Claims in the UK and in Greece

2015

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Sustainability claims have existed on fast moving consumer goods (FMCGs) for over four decades and there is evidence that they are increasing. Research suggests that consumers have a low level of knowledge and understanding of such labels. It has been found that environmental and labelling knowledge may influence consumption behaviour but the findings so far have been inconsistent. Furthermore, the issue of knowledge and particularly sense making of the variety of claims found on FMCGs today is somewhat under researched. In this paper we investigate the types of knowledge consumers draw upon in order to decode and make sense of different types of labels across two countries. We carried out a qualitative study in the UK and Greece with 12 focus groups and utilised concepts of knowledge to investigate consumer decoding of labelling. We found that overall consumers have limited labelling knowledge and understanding even though their environmental knowledge may vary. This limited labelling knowledge makes consumers feel unsettled and unsure about their shopping decisions. Finally, we identified areas where consumers demonstrated limited knowledge and requested further information and education. This has important implications for companies, marketers, and policy makers if sustainability claims are to promote and support sustainable consumption.

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Section: Defines Eco Literary By Emphasising What the Term Literacy Isupporting

confidence: 55%

Section: Defines Eco Literary By Emphasising What the Term Literacy Isupporting

confidence: 55%

The Well(s) of Knowledge: The Decoding of Sustainability Claims in the UK and in Greece

2015

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“…Since then, the meaning of the term has evolved and been extensively reviewed (e.g., Roth 1992, Simmons 1995, Morrone et al 2001, Weiser 2001, North American Association for Environmental Education (NAAEE ) 2004, O'Brien 2007. The notion of environmental literacy has been and continues to be promoted through creative and intensive discourse from a diversity of perspectives.…”

Section: Environmental Literacy Ecological Literacy Ecoliteracymentioning

confidence: 99%

“…Since its inception (Roth 1968), the development of the term environmental literacy has been thoroughly reviewed with respect to its multiple and evolving definitions (Roth 1992, Weiser 2001, O'Brien 2007 and its different and/or complementary theoretical frameworks, components, and/or levels (Roth 1992, Simmons 1995, NAAEE 2000/2004, 2011, Morrone et al 2001, Weiser 2001. A thorough, methodical review of the relevant literature on environmental literacy up to 1995 was conducted by Simmons (1995).…”

Section: Framework For Environmental Literacymentioning

confidence: 99%

Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here?

et al. 2013

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Abstract. Numerous scholars have argued that the terms environmental literacy, ecological literacy, and ecoliteracy have been used in so many different ways and/or are so all-encompassing that they have very little useful meaning. However, despite the seemingly arbitrary and, at times, indiscriminate use of these terms, tremendous efforts have in fact been made to explicitly define and delineate the essential components of environmental literacy, ecological literacy, and ecoliteracy, and to firmly anchor their characterizations in deep theoretical and philosophical foundations. A driving purpose behind these ongoing conversations has been to advance complete, pedagogy-guiding, and broadly applicable frameworks for these ideals, allowing for standards and assessments of educational achievement to be set. In this manuscript, we review a diversity of perspectives related to the often nuanced differences and similarities of these terms. A classification of the numerous proposed frameworks for environmental literacy, ecological literacy, and ecoliteracy (advanced within the fields of environmental education, ecology, and the broader humanities, respectively) is presented, and used to compare and contrast frameworks across multiple dimensions of affect, knowledge, skills, and behavior. This analysis facilitates close examination of where we have been, where we are, and where we might be headed with respect to these vital conversations. This work also offers points of reference for continued critical discourse, and illuminates a diversity of inspiration sources for developing and/or enriching programs aimed at cultivating these types of literacies.

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“…Pojmem "environmentální gramotnost" zde budeme myslet komplex znalosti, dovednosti, postojů, přesvědčení či hodnot souvisejících s odpovědným environmentálním chováním, včetně odpovědného chování samotného (Disinger & Roth, 1992, Disinger, 1997, Morrone, Mancl & Carr, 2001Moseley, 2000, Stables & Bishop, 2001,Wright, 2008, Goldman, Yavetz & Pe'er, 2006, Daudi, 2000, Hsu & Roth, 1998. V České republice tento komplex podrobněji charakterizuje dokument Cíle a indikátory EVVO (Broukalová a kol., 2012), zpracovaný pro potřeby Ministerstva životního prostředí širokou pracovní skupinou reprezentující domácí profesní komunitu.…”

Section: Výzkumy Environmentální Gramotnostiunclassified

Metodika pro hodnocení environmentální výchovy pro dospělé účastníky

Činčera¹

2013

Envigogika

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AbstraktMetodika předkládá souhrn nástrojů pro evaluaci programů environmentální výchovy určených pro dospělé účastníky. Charakterizuje specifika práce s touto cílovou skupinou a vymezuje relevantní proměnné environmentální výchovy. Poukazuje na rozdíly v evaluaci komunitně zaměřených programů, profesního vzdělávání a programů environmentální interpretace. Porovnává a hodnotí strategie pro jejich kvantitativní i kvalitativní evaluaci. Uvádí příklady z domácích i zahraničních evaluačních výzkumů. Klíčová slovaevaluace, kvantitativní, kvalitativní, programy AbstractThe methodology provides a comprehensive overview of instruments aimed for evaluation of environmental education programmes for adults. It introduces specific featurs of evaluation of programmes focused on this target group and defines relevant variables for environmental education. It compares and contrasts differences between evaluation of community-based programmes, professional training courses, and environmental interpretation programmes. It compares and discusses strategies for their quantitative and qualitative evaluation. Examples of evaluation research from Czech and abroad are provided.

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Development of a Metric to Test Group Differences in Ecological Knowledge as One Component of Environmental Literacy

Cited by 109 publications

References 21 publications

The Well(s) of Knowledge: The Decoding of Sustainability Claims in the UK and in Greece

The Well(s) of Knowledge: The Decoding of Sustainability Claims in the UK and in Greece

Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here?

Metodika pro hodnocení environmentální výchovy pro dospělé účastníky

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