The impact of accent and content of nature and environmentally -oriented study programmes at the Faculty of Education, University of South Bohemia, on the development of environmental literacy
DOI:
https://doi.org/10.14712/18023061.77Keywords:
IBSE, environmental education, recommended objectives for environmental educationAbstract
This article presents the results of an environmental literacy pre-test conducted among first to third year students of two Bachelor study programmes at the Department of Biology, Faculty of Education, at the University of South Bohemia (PF JU) – the Introductory Teacher Training course in Natural History (PU) and Nature and Environmental Education (PEV). The test is an initial attempt to probe alternatives for testing some aspects of environmental literacy using variables based on the curriculum document Recommended Objectives for Environmental Education (Pastorová a kol., 2011a, 2011b). Students' responses were analysed in four categories: relationship to nature, knowledge of ecological principles, proenvironmental behavior and investigative skills. In the area of investigation skills, the main focus was placed on the effect of Inquiry-Based Science Education (IBSE), which is being actively implemented at the Department of Biology PF JU. The results show that students of both programmes have a comparable level of environmental literacy. Significant differences were noted only in the categories 'knowledge of ecological principles' and 'investigative skills', in which PU students scored better. This could reflect differences in the content and focus of both programmes. The better results of PU students in the area of 'investigative skills' is also attributed to Inquiry-Based Science Education, which is applied in more PU subjects compared to PEV. The test also indicated that some other intervening variables could influence the results, such as the type of previous education the students' experienced.Downloads
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