NAAEE Releases Framework for Assessing Environmental Literacy: Being Used in 2015 OECD Assessment

Paden, Mary

doi:10.1177/097340821100600107

Cited by 8 publications

(7 citation statements)

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“…Developing student competencies in science and environmental education while neglecting the leisure science‐learning component may prove insufficient for developing the kinds of citizens who are willing to be involved in these areas and necessary public consideration of pressing STSE issues when given free choice. Previous researchers have found competency is not necessarily indicative of students' engagement and understanding of science (Lin, Lawrenz, et al, ), nor of a sense of environmental responsibility (Paden, ) or awareness. Key to the development of student engagement, understanding, and sense of personal and civic responsibility is the overarching impact that emotions, identity, and self have in connecting science and environmental understandings to awareness and desirable behavior toward the environment.…”

Section: Discussionmentioning

confidence: 93%

“…Second, Lin, Lawrenz, et al () did not find any significant pathways between science competency and future interest or engagement in science. Third, a majority of the students felt a strong sense of consciousness toward environmental responsibility; however, this strong sense of responsibility was not associated with their science competency (Paden, ). These results support that FII documented a distinct construct of interest independent of science competency.…”

Section: Methodsmentioning

confidence: 99%

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The synergistic effect of affective factors on student learning outcomes

2014

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This study investigates how affective and self-related factors impact participation in science learning and environmental awareness and responsibility. Using PISA 2006 datasets from Taiwan and Canada having similar level of science competency, the model for this study verifies and expands an earlier model by examining the relationships among science-related interest, enjoyment, self-efficacy, self-concept, leisure time engagement, and future intended interest in science and how these relationships synergistically interact with environmental awareness and responsibility. The most consistent finding revealed that students' science self-concept in both groups was weakly associated with future intended interest and engagement in science learning and with their sense of environmental awareness and responsibility. Reasons for this phenomenon and possible causes underlying why students' science self-concept was weakly connected to their future intended interest in science learning are also presented. Finally, how the results of this study are important to science education instruction and research are forwarded in which students' identity and beliefs about self in science need to part of the next generation of science education reforms. #

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Section: Discussionmentioning

confidence: 93%

Section: Methodsmentioning

confidence: 99%

The synergistic effect of affective factors on student learning outcomes

2014

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“…6 27,3 6 27,3 As published by the Department of Education and Skills of Great Britain, all young people should have regular and meaningful learning experiences, well focused and enjoyable for the world beyond the classrooms as an essential part of learning and personal development, in accordance to their ages, abilities and circumstances (DfES, 2006b). The environmental literacy assessment, in 2015 by the Program for International Student Assessment (PISA), will be discussed in relation to science performance, environmental attitudes, intention to act and in relation to background variables, such as socioeconomic and immigrant status (Paden, 2012). Table 1 illustrates the frequencies and percentages of the scores of criteria used in the evaluation of the objectives of developing knowledge of students of ecology and SD.…”

Section: Resultsmentioning

confidence: 99%

Evaluation of School Environmental Programs Regarding the Objectives for the Environmentally Literate Students, of Heraklion, Greece Prefecture

Kalathaki¹

2015

WJE

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This evaluation research concerns the aims and objectives for creating the future environmentally literate citizen through the environmental programs (PEEs) of Secondary Education of Heraklion prefecture, Crete, Greece. An evaluation tool applied on the application forms and the final reports of the programs, in order to asses how sustainable they were in the initial planning, whether they satisfy the principles and objectives of Education for the Sustainable Development (ESD), if they aimed to culture values, abilities, skills in accordance to the UNESCO and European Community Strategies. The goal of cultivating skill of social action and social interventions which is of capital importance in ESD programs, seems to be designed and realized moderately in the studied programs. The effectiveness and the benefits of the materialization of the programs, are higher than the assessed by the statistical analysis, as there were some mismatches between the application forms and the final reports of the school environmental programs, where achieved goals, indeed adequately, which had not been included in the initial planning.

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“…PISA 2006 investigated participants' awareness of environmental and resource issues [18]. In PISA 2015, assessment of environmental literacy was developed, which includes environmental awareness and environmental optimism [19]. Susongko and Afrizal (2018) explored and found a significant relationship between adolescents' science competencies and attitudes correlated with environmental literacy (awareness and optimism) [16].…”

Section: Emerging Trends In Science Education To Promote Environmentamentioning

confidence: 99%

A PISA-2015 Comparative Meta-Analysis between Singapore and Finland: Relations of Students’ Interest in Science, Perceived ICT Competence, and Environmental Awareness and Optimism

Lin

Chai

Jong

2019

IJERPH

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The aim of the present study is twofold: (1) to identify a factor structure between variables-interest in broad science topics, perceived information and communications technology (ICT) competence, environmental awareness and optimism; and (2) to explore the relations between these variables at the country level. The first part of the aim is addressed using exploratory factor analysis with data from the Program for International Student Assessment (PISA) for 15-year-old students from Singapore and Finland. The results show that a comparable structure with four factors was verified in both countries. Correlation analyses and linear regression were used to address the second part of the aim. The results show that adolescents’ interest in broad science topics can predict perceived ICT competence. Their interest in broad science topics and perceived ICT competence can predict environmental awareness in both countries. However, there is difference in predicting environmental optimism. Singaporean students’ interest in broad science topics and their perceived ICT competences are positive predictors, whereas environmental awareness is a negative predictor. Finnish students’ environmental awareness negatively predicted environmental optimism.

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NAAEE Releases Framework for Assessing Environmental Literacy: Being Used in 2015 OECD Assessment

Cited by 8 publications

References 0 publications

The synergistic effect of affective factors on student learning outcomes

The synergistic effect of affective factors on student learning outcomes

Evaluation of School Environmental Programs Regarding the Objectives for the Environmentally Literate Students, of Heraklion, Greece Prefecture

A PISA-2015 Comparative Meta-Analysis between Singapore and Finland: Relations of Students’ Interest in Science, Perceived ICT Competence, and Environmental Awareness and Optimism

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