Dimensions Affecting Environmental Literacy, and Environmental Perceptions Influencing Science Literacy

Abstract

One of the main aims of this paper is to determine the dimensions (effects of family, teacher, student, and teaching) that influence the environmental literacy. Moreover, another purpose is to determine the effects of environmental perceptions (environmental awareness, environmental responsibility and environmental optimism) on science literacy of fifteen-years-old students in Germany. The sample consisted of 6.500 German students. The relational model, which is one of the quantitative research approaches, has been adopted in this study. The results show that "the dimension of the teacher", one of the dimensions included in the first model, has the most negatively effect on environmental literacy; but, the dimension of "effect of teaching" has the positively effect on environmental literacy. In addition, in the second model, it is obtained results that students of environmental awareness and optimism have a positive effect on the science literacy; but environmental responsibility has a negative effect on it. For this reason, while developing environmentrelated curriculums, it should be supported students to gain more responsible behaviors towards the environment. Enhancing the environmental responsibility of the students might contribute to both environmental literacy and science literacy.

Comparison of the Literacy Level on Major Environmental Issues of the G.C.E. (A/L) Students of Different Disciplines in Kandy District, Sri Lanka

“…We calculated the convergent validity (CV) using SPSS and Excel statistical packages. Convergent validity refers to items measuring the same latent trait being treated as belonging to the same dimension, and indicates there is a high correlation between the values of each item [34]. First, the Factor Analysis for each item was calculated using the Dimension Reduction tool in SPSS.…”

“…Former studies highlighted diverse results on the influential factors for environmental literacy levels. For example, "Extracurricular activities" is the determinant that had the most significant positive impact on environmental literacy among students in Singapore, Estonia, and Germany [34]. There is a significant effect of gender on students' environmental literacy regarding environmental concern, in favor of girls, parents' educational level, and mothers' work status; however, there was not a significant effect of source of information about the environment on students' environmental literacy [44].…”

“…Several studies have proved that the status of "Family" and its socio-economic nature are the main factors which influence student achievement and literacy [21,53]. Apart from the education given in school, it seems that parents have an active role in the success of the student's performances [34]. Earlier studies [16,18,19,21,54,55] have also shown that the educational background of parents was positively correlated with the environmental knowledge and attitudes of students.…”

Applying the Education for Sustainable Development Approach to Energy Instruction Design for Encouraging Scientific Literacy of Junior High School Students

“…Integrating science into science is necessary, because it can help students apply their knowledge in everyday life, especially those related to environmental issues.With learning that integrates one aspect of ESD, namely the environmental perspective, it is hoped that the learning process in schools can be meaningful. Because according to Kaya & Elster (2019) that enhancing the environmental responsibility of the students might contribute to both environmental literacy and science literacy.With a learning process like this, students are required to read more, have study skills, and are more literate in science, and have good scientific literacy skills. According to Jufrida et al (2019) that scientific literacy is the ability which must be owned by the students to analyze and apply the concept of science in solving daily life problem.…”