Assessing the Contributions of Green Building Practices to Ecological Literacy in the Elementary Classroom: An Exploratory Study

Autor/inn/en	Zangori, Laura; Cole, Laura
Titel	Assessing the Contributions of Green Building Practices to Ecological Literacy in the Elementary Classroom: An Exploratory Study
Quelle	In: Environmental Education Research, 25 (2019) 11, S.1674-1696 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zangori, Laura) ORCID (Cole, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2019.1662372
Schlagwörter	Elementary School Students; Grade 5; Conservation (Environment); Ecology; Knowledge Level; Classroom Environment; Environmental Influences; Student Attitudes; Urban Schools; School Buildings; Freehand Drawing + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Conservation; Environment; Konservierung; Bewahung; Umwelt; Ökologie; Wissensbasis; Klassenklima; Unterrichtsklima; Environmental influence; Umwelteinfluss; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School building; Schulgebäude; Drawing; Zeichnen
Abstract	Ecological literacy in the elementary classroom typically focuses on abiotic and biotic relationships, without including how human activity and ecosystems interrelate. A possible way for students to make these connections is through their school building. To that end, we examined ecological literacy outcomes for 5th-grade students in two classrooms, one classroom was a green classroom and the other was non-green. This study was exploratory with no curricular intervention. Results indicated that students' overall ecological literacy did not grow across the school year; however, students did use their physical classrooms to make human-ecosystem connections. While students were aware of ecological impacts of the two classrooms, they described these impacts differently. Students in the green classroom conveyed a positive human-ecosystem impact relationship while students in the other classroom used more negative tones. Implications suggest that students do use their building to make human-ecosystem connections, but require curriculum to further support their ideas. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01