The Perceived Effect of Environmental and Sustainability Education on Environmental Literacy of Czech Teenagers

Autor/inn/en	Cincera, Jan; Kroufek, Roman; Bogner, Franz X.
Titel	The Perceived Effect of Environmental and Sustainability Education on Environmental Literacy of Czech Teenagers
Quelle	In: Environmental Education Research, 29 (2023) 9, S.1276-1293 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cincera, Jan) ORCID (Kroufek, Roman) ORCID (Bogner, Franz X.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2107618
Schlagwörter	Environmental Education; Sustainability; Multiple Literacies; Foreign Countries; Grade 6; Grade 8; Grade 9; Secondary School Students; Student Characteristics; Gender Differences; Individual Differences; Knowledge Level; Student Attitudes; Locus of Control; Student Behavior; Holistic Approach; Teaching Methods; Czech Republic + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltigkeit; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Geschlechterkonflikt; Individueller Unterschied; Wissensbasis; Schülerverhalten; Student behaviour; Holistischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode; Tschechische Republik
Abstract	The article presents findings from a Czech environmental literacy survey conducted in 2020 on a sample of 6th (N = 3773), 8th (N = 21518), and 9th graders (N = 4368). Specifically, the effect of environmental and sustainability education (ESE) as well as the effect of gender and age on environmental knowledge, attitudes, beliefs, place attachment, locus of control and behavior were analyzed with regard to teaching strategies. The analyses revealed significant differences between respondents who participate in residential outdoor environmental education programs, those who were involved in a school eco-club or a nature-oriented non-formal-education youth clubs compared to those not involved in these activities. In addition, the perceived holistic, emancipatory, and community-based ESE approaches were among the significant predictors of environmental literacy. The findings support the relevance of the ESE strategies examined in shaping environmental literacy of young students. Older students and boys showed a lower level of pro-environmental values and behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01