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dc.contributorM. Ward
dc.contributor.authorStevenson, Kathryn T; North Carolina State University
dc.contributor.authorCarrier, Sarah J; North Carolina State University
dc.contributor.authorPeterson, M. Nils; North Carolina State University
dc.date.accessioned2019-10-22T11:09:10Z
dc.date.available2019-10-22T11:09:10Z
dc.date.created2016-09-05 23:15
dc.date.issued2014-12-10
dc.identifieroai:ojs.scholarlyexchange.org:article/13940
dc.identifierhttp://ejse.southwestern.edu/article/view/13940
dc.identifier.urihttp://hdl.handle.net/20.500.12424/702874
dc.description.abstractAlthough elementary school may be a prime stage for building environmental literacy, elementary school teachers face significant barriers to including it in their instruction.  Several studies have identified teachers’ limited ecological science content knowledge and heavy emphasis on state standards and testing as common constraints to environmental literacy instruction.  However, few of these studies have measured actual (versus perceived) ecological knowledge or focused on how teachers are successful in including environmental literacy instruction despite constraints of standards and testing.  The present exploratory study surveyed 627 randomly selected elementary school teachers in North Carolina to begin addressing this gap.  We found ecological knowledge levels were high (89.9% average score).  Lack of instructional time was the most oft-listed barrier to environmental literacy instruction (76.7%), followed by lack of resources (53.4%), whereas lack of content knowledge was rarely mentioned (21.6%).  Respondents identified access to environmental literacy-related lesson plans, activities that integrate children’s literature, and access to and training in published environmental education curricula as the resources needed to be more successful in inclusion of environmental literacy concepts in the elementary school classroom.   
dc.format.mediumapplication/pdf
dc.language.isoeng
dc.publisherTexas Christian University and Southwestern University
dc.relation.ispartofhttp://ejse.southwestern.edu/article/view/13940/9323
dc.sourceElectronic Journal of Science Education; Vol 18, No 8 (2014)
dc.subjectenvironmental literacy
dc.subjectprofessional development
dc.subjectpedagogical content knowledge
dc.subjectelementary education
dc.titleEvaluating strategies for inclusion of environmental literacy in the elementary school classroom
dc.typeinfo:eu-repo/semantics/article
ge.collectioncodeOAIDATA
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:10238118
ge.identifier.permalinkhttps://www.globethics.net/gtl/10238118
ge.lastmodificationdate2016-09-05 23:15
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid148900
ge.oai.repositoryid1861
ge.oai.setnameManuscripts (Research or Theory)
ge.oai.setspecEJSE:MANRT
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ge.linkhttp://ejse.southwestern.edu/article/view/13940


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