Science Writing Heuristics Embedded in Green Chemistry: A Tool to Nurture Environmental Literacy among Pre-University Students

Autor/inn/en	Shamuganathana, Sheila; Karpudewan, Mageswary
Titel	Science Writing Heuristics Embedded in Green Chemistry: A Tool to Nurture Environmental Literacy among Pre-University Students
Quelle	In: Chemistry Education Research and Practice, 18 (2017) 2, S.386-396 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c7rp00013h
Schlagwörter	Secondary School Students; Secondary School Science; Environmental Education; Scientific Literacy; Climate; Chemistry; Scientific and Technical Information; Writing (Composition); Heuristics; Quasiexperimental Design; Comparative Analysis; Experimental Groups; Control Groups; Science Curriculum; Teaching Methods; Statistical Analysis; Pretests Posttests; Statistical Significance; Scores; Interviews; Science Interests; Conservation (Environment); Recycling; Questionnaires; Likert Scales; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Sekundarschüler; Umweltbildung; Umwelterziehung; Umweltpädagogik; Klima; Chemie; Schreibübung; Heuristik; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Interviewing; Interviewtechnik; Conservation; Environment; Konservierung; Bewahung; Umwelt; Fragebogen; Likert-Skala; Ausland
Abstract	Existing studies report on the importance of instilling environmental literacy among students from an early stage of schooling to enable them to adopt more pro-environmental behaviors in the near future. This quasi-experimental study was designed to compare the level of environmental literacy among two groups of students: the experimental group (N = 120) was taught using science writing heuristics embedded in a green chemistry curriculum (SWH-GC) and the comparison group (N = 90) was taught using a green chemistry curriculum. For the purpose of this study an environmental literacy model that consisted of pro-environmental attitudes, beliefs, knowledge and behavior was employed. ANCOVA with the pre-test as the covariate showed statistically significant differences in all four of the constructs that constitute environmental literacy, with the experimental group taught using SWH-GC exhibiting higher mean values. Interview findings with randomly selected students from both groups further reinforced the quantitative findings. Both quantitative and qualitative findings suggest that after the treatment, the experimental group students were keen to read about the environment, believed their actions would bring changes, were more knowledgeable regarding how to keep streams and lakes clean, and were more engaged in recycling activities. The implications are finally discussed. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01