Contribution of an Intergenerational Sustainability Leadership Project to the Development of Students' Environmental Literacy

Autor/inn/en	Klein, Sara; Watted, Shefa; Zion, Michal
Titel	Contribution of an Intergenerational Sustainability Leadership Project to the Development of Students' Environmental Literacy
Quelle	In: Environmental Education Research, 27 (2021) 12, S.1723-1758 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2021.1968348
Schlagwörter	Intergenerational Programs; School Community Programs; High School Students; Adolescents; Older Adults; Volunteers; Nonformal Education; Environmental Education; Sustainable Development; Multiple Literacies; Program Effectiveness; Empowerment; Change Agents; Self Efficacy; Sense of Community; Leadership; Social Responsibility; Ecological Factors; Neighborhoods; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Älterer Erwachsener; Freiwilliger; Non-formal education; Non formal education; Nichtformale Bildung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Self-efficacy; Selbstwirksamkeit; Führung; Führungsposition; Soziale Verantwortung; Ökologischer Ansatz; Neighbourhoods; Nachbarschaft; Ausland
Abstract	This study focuses on the impact of an intergenerational sustainability leadership project on the development of students' environmental literacy. The project involved high-school students and older adults in the community who learned and worked together on environmental issues developing original initiatives over a period of three years. The study examines environmental literacy development among the students by conducting interviews and analyzing students' written reports and recorded conversations. The project illustrated several positive social-environmental changes taking place in the community for the first time. The study emphasizes that when environmental education transcends the classroom, combining the forces and capabilities of adults and youth in the community, environmental literacy is developed and intensified. The students' acquaintance with adults within the community brought about common environmental interests, indicating a potential for empowering youth groups to take collaborative action upgrading the quality of life in the neighborhood for the benefit of all its inhabitants. (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