The purpose of this thesis was to investigate environmental literacy of 6th, 7th and 8th grades primary school students in public schools of Bodrum, Turkey. The study was carried out during the spring semester of the 2006-2007 academic years. A total of 848 students enrolled in four public primary schools completed the 49-item Environmental Literacy Questionnaire (Kaplowitz &amp / Levine, 2005). The components of environmental literacy which are defined as knowledge, attitude, use and concern of students about environmental issues were examined by means of frequency distributions. Results displayed that although students had low levels of knowledge about the environent, they displayed positive attitudes and high levels of concern toward the environment. They were also aware of the importance of interaction between humans and the environment. Relationships among the components of the ELQ (knowledge, attitudes, uses, and concerns) have been analyzed by means of zero order correlations. The strongest correlation found between &lsquo / attitude and use&rsquo / and &lsquo / use and concern&rsquo / variables among the components of the ELQ indicating that the students with positive attitude towards environmental issues have positive views on environmental uses and service and students concerning about environmental problems have more positive views on environmental use and service. Canonical correlation analysis was used to examine the relationship, if any, between the background characteristics of students and the set of environmental literacy variables in the questionnaire. The results showed that students who were interested in environmental issues, who gave importance to environmental problems, who thought they had good knowledge about environmental issues, whose parents&rsquo / were interested in environmental issues and involved in environmental activities had better knowledge about environmental issues, more positive attitude towards environmental issues, more positive view on environmental uses and service and concern environmental problems. In addition, the results of analysis by means of Multivariate Analysis of Variance (MANOVA) demonstrated that female students had more positive attitudes towards environmental issues, more positive views on environmental use and more concern about environmental problems than male students&rsquo / had but same level of knowledge on environmental issues.

The purpose of the study was to assess 5th grade Turkish students&rsquo / environmental literacy (EL) level by considering six EL components, and explore the factors predicting the environmentally responsible behaviors (ERB) of these students. The research design of the study was nation-wide survey. The sample of the survey consisted of 2412 fifth grade students selected from 78 elementary schools (26 private and 52 public) in 26 provinces across Turkey. Developed by the researcher, Elementary School Environmental Literacy Instrument (ESELI) including five parts and total 81 items was used as data collection instrument. To analyze quantitative data, descriptive statistics, ANOVA, multiple correlation and path analysis were conducted. The responses to open-ended question were subjected to content analysis. The results of the study revealed that EL score of the students was found 149 (SD=26.19) suggesting moderate level of EL and 64.1% of the students (n=1545) had moderate level EL. The factors significantly affecting 5th grade students&rsquo / ERB and the effect size of these factors were as follows / school type (partial =.007), taking pre-school education (partial =.002), mother education level (partial =.007), father education level (partial =.012), residence (partial =.008), experiences in the natural regions (partial =.046), curiosity toward environmental information (partial =.048), mother environmental concern (partial =.023), father environmental concern (partial =.031) and sibling environmental concern (partial =.014). Furthermore, a combination of environmental knowledge, willingness to take environmental action, cognitive skills, and environmental attitude and environmental sensitivity explained 12% of the variance in ERB. As a conclusion, the results of the presents study will shed light on the attempts on policy making and curriculum development regarding environmental education.

The purpose of this study is to evaluate eighth grade students&rsquo / environmental literacy (knowledge, attitude, sensitivity and concern) level and to assess effects of socio-demographic variables (gender, parents&rsquo / educational level, parents&rsquo / work status and source of information about environmental knowledge) on their environmental literacy level. A total of 437 (212 girls and 225 boys) eight grade public school students are administered Environmental Literacy Test which includes four parts / knowledge (20 items), attitude (10 items), sensitivity (19 items), concern (12 items). Descriptive analysis showed that students have positive attitude and high degrees of concern and sensitivity toward environment / however they have low to moderate levels of environmental knowledge. In order to evaluate the role of socio-demographic variables on students&rsquo / environmental literacy level, six separate one-way MANOVAs were conducted. The results revealed that / a) there is significant effect of gender on students&rsquo / environmental literacy regarding to concern, in favor of girls, b) there is a significant effect of parents&rsquo / educational level on students&rsquo / environmental literacy / c) there is a significant effect of mothers&rsquo / work status on students&rsquo / environmental literacy and d) there is not a significant effect of source of information about environment on students&rsquo / environmental literacy.

The interest on environmental education increases with the increasing environmental problems of today&rsquo / s worlds. This thesis has been conducted as a country wide study to investigate levels, components and predictors of environmental literacy of primary school science and technology teachers, since teachers are the fundamental actors of environmental education. The study is comprised of environmental literacy level determination as well as the investigation of the relationships between the components of environmental literacy and the factors (environmental interest, importance of environmental problems, self assessment on environmental knowledge, outdoor activity choices, age, income, gender, experience, importance perception of environmental education, education level, residential difference, environmental knowledge source, and having an environmental related course) affecting environmental literacy. The sample of the study was selected from 34 provinces of 12 subregions of Turkey. A total of 1182 science and technology teachers answered the Environment Literacy Questionnaire including four components (knowledge, attitude, use, and concern) of environmental literacy. Besides descriptive analysis, zero order correlation, MANOVA, and Canonical correlation analyses were conducted to obtain the results. Descriptive analysis revealed that 77 % of the science and technology teachers have adequate level of environmental knowledge, have positive attitudes, high degrees of responsibility and concern toward environment. Further analyses indicated that all environmental literacy components correlated with each others with different correlation strengths. Moreover environmental interest, importance of environmental problems, self assessment on environmental knowledge, outdoor activity choices, age, income, gender, experience, importance perception of environmental education are found to have significant effects on environmental literacy of the participants but no significant effect was observed for education level, residential difference, environmental knowledge source, and having an environmental related course on environmental literacy.

Integrating environmental learning into mainstream education is an important countermeasure to address the challenges to the sustainability of the earth and children's integrated development. To be effectively integrated into mainstream education, an environmental learning program should be designed in ways that elicit the support of stakeholders, while at the same time without scarifying the environmental learning goals. The purpose of this study therefore is to explore an environmental learning model that meets the above mentioned goal using a case study design.Key principles for designing such environmental learning programs are identified first based on the theoretical framework. Then, the actual enactment of these principles in a practical setting and the effects on students in terms of environmental learning goals and traditional educational goals are explored through a case study of a pilot environmental learning program designed with these guiding principles. It presents a detailed portrait of the design process, the actual enacted curriculum, and the experiences of key stakeholders with this environmental learning program. It also evaluates this program's effects on students in environmental literacy (the environmental learning goal), academic achievement and social development (the traditional educational goals). The enactment of the guiding principles and factors that influence the enactment of this program are discussed thereafter. It concludes with the construction of the curriculum integration through environmental learning model based on the case study and a discussion of the model in light of the curriculum integration framework.

This study, patterned on Benton’s (2009) model of the four conceptions of interpretation which includes connecting visitors to resources through use of interpretive techniques, conveying mission and influencing behaviour, encouraging environmental literacy, and promoting recreational outcomes (modified from Benton’s use of tourism outcomes), took a comprehensive approach to examine the recreational and environmental outcomes of participation in interpretive programs at Gatineau Park (N = 78). The findings included significant correlations between the interpretive techniques and environmental literacy (n = 73, r = .711, p = .000), pro-environmental behavioural intentions (n = 70, r = .267, p = .025), and recreation satisfaction (n = 67, r = .419, p = .000) outcomes. There was also a significant correlation between recreation satisfaction and environmental literacy (n = 66, r = .518, p = .000). Path analysis indicated the direction of these relationships with environmental literacy directly influencing recreation satisfaction and interpretive techniques indirectly influencing recreation satisfaction through environmental literacy, revealing that environmental literacy mediated the relationship between the interpretive techniques used and recreation satisfaction.

This study, patterned on Benton’s (2009) model of the four conceptions of interpretation which includes connecting visitors to resources through use of interpretive techniques, conveying mission and influencing behaviour, encouraging environmental literacy, and promoting recreational outcomes (modified from Benton’s use of tourism outcomes), took a comprehensive approach to examine the recreational and environmental outcomes of participation in interpretive programs at Gatineau Park (N = 78). The findings included significant correlations between the interpretive techniques and environmental literacy (n = 73, r = .711, p = .000), pro-environmental behavioural intentions (n = 70, r = .267, p = .025), and recreation satisfaction (n = 67, r = .419, p = .000) outcomes. There was also a significant correlation between recreation satisfaction and environmental literacy (n = 66, r = .518, p = .000). Path analysis indicated the direction of these relationships with environmental literacy directly influencing recreation satisfaction and interpretive techniques indirectly influencing recreation satisfaction through environmental literacy, revealing that environmental literacy mediated the relationship between the interpretive techniques used and recreation satisfaction.

Since mindless actions of the South African society persist in the form of environmentally degrading behaviour, the sustainability of healthy eco-systems is constantly threatened. Practical ways of acquiring environmental literacy is necessary to develop environmental responsible behaviour of citizens. Theory-based research on nature-based extreme sports participation rarely acknowledges its positive transformative value on society. This neglect roots, in part, from naïve or novice misconceptions that motives for participation are primarily risk-focused in pursuit of an adrenaline rush. Thrill-seeking theories often make anthropocentric assumptions of a rivalry human-nature relationship to showcase individual prowess. As a result, “extreme” is naïvely associated with “out-of-control” or “reckless” actions. Phenomenological traditions from Heidegger and Merleau-Ponty navigate a hermeneutical understanding of a bodily-being-towards-death in such high-risk sports activities. This interpretative phenomenological analytical study considers the lived experiences of 10 expert South African nature-based extreme sports participants who take calculate risks. Their first-hand narrations provide evidence, which derails the naïve stigma and identify voluntary high risk-taking as a by-product of participation. For some, the extensive period of time spent in the wilderness, where their survival depends on the collaboration with natural elements enable a realization that humanity is part of a larger functioning network. Findings from semi-structured interviews present an eco-centric outlook on the facilitative role of participation, in eco-sensitivity. Flow and mindfulness are recognised as contributing factors in the display of pro-environmental behaviour of nature-based extreme sports participants. How participation encourages an intimate bond with and sensitivity of nature, which permits a setting for extraordinary physical and psychological changes, is explored. From this study, eco-centric management principles can be discovered and its educational principles incorporated within schools and sport organizations to become more ecologically sensitive and just. / Dissertstion (MA (Human Movement Science))--University of Pretoria, 2019. / Biokinetics, Sport and Leisure Sciences / MA (Human Movement Science) / Unrestricted

This dissertation investigates the links between lesson characteristics, student engagement, self-determination, and environmental literacy outcomes at a residential environmental education (EE) program. I developed a novel methodology using observations of 81 lessons at the study site to isolate the characteristics hypothesized to influence student engagement, self-determination, and outcomes of environmental literacy. Student surveys provided self-reported data on student engagement, selfdetermination, and environmental literacy. Mixed-methods analyses allowed me to explore these links within the 81 lessons observed in this case study. The results are organized into five chapters: an introduction chapter; three manuscripts planned for stand-alone publication (Chapters 2 - 4); and a conclusion chapter. Chapter 2 reports on the links between student engagement, self-determination, and environmental literacy. Chapter 3 provides insights on the links between the lesson characteristics (e.g., educator characteristics, teaching approaches, and schoolteacher/chaperone behaviors) and environmental literacy outcomes. Chapter 4 investigates the degree to which measures of student engagement, observed or self-reported, are associated with environmental literacy outcomes. Chapter 5 summarizes the findings from this study and presents additional analyses intended to fully synthesize the links between lesson characteristics, student engagement, self-determination, and environmental literacy. This study provides a novel methodology and survey items that may be of use to both practitioners and researchers. This research offers useful information about why and how EE works in this case and some of the specific characteristics and practices that engender positive environmental literacy outcomes. / Ph. D. / This dissertation investigates the links between lesson characteristics, student engagement, self-determination, and environmental literacy outcomes at a residential environmental education (EE) program. I developed a novel methodology using observations of 81 lessons delivered to diverse middle school students at the study site to isolate the characteristics hypothesized to most positively influence student engagement, self-determination, and outcomes of environmental literacy. Student surveys completed at the end of each lesson observed provided self-reported data on student engagement, self-determination, and outcomes of environmental literacy. I performed a variety of mixed-methods analyses to explore these links and have organized the results into five chapters: an introduction chapter; three manuscripts planned for stand-alone publication (Chapters 2 – 4); and a conclusion chapter. Chapter 2 provides details on the links between student engagement, self-determination, and environmental literacy. Chapter 3 provides insights on the influences of a myriad of lesson characteristics (e.g., educator characteristics, teaching approaches, and schoolteacher/chaperone behaviors) on student environmental literacy outcomes. Chapter 4 provides results on the degree to which student engagement, observed or self-reported, is positively associated with environmental literacy outcomes. Chapter 5 summarizes the findings from this study and presents additional analyses intended to fully synthesize the holistic links between lesson characteristics, student engagement, self-determination, and environmental literacy outcomes. This study provides a new novel methodology and survey items that may be of use to both practitioners and researchers, particularly those with time constraints in the field. This research offers useful information about why and how EE works at this study site and provides details on specific characteristics and practices that led to positive student environmental literacy outcomes.

The primary purposes of present study were 1) investigation of epistemological beliefs held by preservice teachers, 2)investigation of relationship between pre-service teachers&rsquo / environmental literacy and their epistemologicalbeliefs,3)investigation of predictors of pre-service teachers&rsquo / intentions to act environmental behavior. Secondary purpose of the study was to investigate effect of gender, academic major, and grade level on environmental literacy of pre-service teachers. This study was carried out during the spring semester of2008. Sample of this study constituted 560 pre-service teachers from a public university in Ankara. In this study data was obtained from the administration of Turkish versions of Schommers&rsquo / Epistemological Belief Questionnaire and Environmental Literacy Questionnaire. The data were analyzed by using factor analysis, correlational analysis, multiple regression analysis, and multivariate analysis of variances (MANOVA). We found five epistemological belief factors which indicated that pre-service teachers held multidimensional epistemological beliefs.Epistemological belief components, innate ability and quick learning, were significantly related with behavior component of environmental literacy. Innate ability, quick learning dimensions of epistemological beliefs and environmental attitude, concern were investigated to be the predictors of behavior. mean scores of pre-service teachers&rsquo / .Moreover,results of this study revealed that gender / academic major and grade level have effect on environmental literacy of pre-serviceteachers.