The purpose of this nationwide survey was to assess young Turkish pupils’ environmental literacy level by considering six EL components. 2412 fifth graders selected from 78 elementary schools (26 private and 52 public) in 26 provinces of Turkey constituted the sample of the study. Data was obtained through the use of Elementary School Environmental Literacy Instrument (ESELI) including five parts and total of 81 items. The results revealed that composite EL score of the students was found 149.66 (SD=26.19) suggesting moderate level of EL. Sixty one percent of the students (n=1545) had moderate level EL. On the other hand, more than a quarter of the participants (27.3%, n=659) held high level EL whereas only 22 students (0.9%) showed low level EL. The implications of the results to policy, practice and further research were discussed at the end of the study.

The researcher has performed a study of “Assessment of Environmental Literacy of School Students after Completion of Middle School”. The researcher has developed a tool “After Middle School Environmental Literacy Assessment (AMELA)” with which a survey of a sample of 1612 students during the first three months of the class 9 from 27 different schools was conducted. The study of EL involved study of four different components that are disposition, behaviour, competency and knowledge. The variables considered under the study were gender, educational board, parent’s educational levels, participation in camping programme and membership of eco club/nature club. (D) Objectives of the Study: 1.To articulate the learning outcomes/objectives statements for the environmental education content at the end of class VIII i.e. compulsory schooling as per RTE. 2.To validate the learning outcomes/objectives statements for the environmental literacy at the end of class VIII? 3.To develop items to assess the learning outcomes/objectives. 4.To assess the reliability of the Environmental Literacy test for the middle school students. 5.To assess the validity of the Environmental Literacy test for the middle school students. 6.To study relationship between the domains of environmental literacy. 7.To study the scores of Environmental Literacy test in context of following variables a)Gender b)Educational boards c)Parent’s Qualification d)Additional activities like camping, eco club 8)To establish a baseline for environmental literacy.

Awareness in environmental ethics among students becomes a complex problem that is trying to be addressed through environmental education in schools. But it is considered difficult given many factors that affect, especially cultural factors. Parental, background, social life, and systems in developing countries such as Indonesia are still lack of concern for the environment. In fact there is occurred in group of fast learner students in middle school, their intelligence is above average, they also gain access to a lot of environmental knowledge, but none in implementation. To capture the phenomena, measured students environmental literacy levels by using the Environmental Literacy Instrument. The result, for all environmental literacy components, students were high in components of environmental knowledge and cognitive skills, but have not been satisfactory for the affective and responsible behavior components. Performed a correlation analysis between the components, demonstrate the...

The purpose of this study was to assess the effects of Summer Environmental Education Program (SEEP) onelementary school students’ environmental knowledge, affect, skills and behavior which are the main components of environmental literacy. The sample consisted of 45 students (25 males, 20 females) studying in 4th through 8th grades and living in Orphanage in Antalya. Various data collection instruments (e.g. Environmental Knowledge Test, Affective Disposition toward Environment Scale, Children’s Responsible Environmental Behavior Scale and Scientific Process Skill for the Environmental Test) were used for assessing students’ different outcomes prior to and after SEEP. The open-ended responses were subjected to content analysis whilst the remaining data were subjected to statistical analysis (e.g. repeated t-test). The results revealed that students’ environmental knowledge, environmental sensitivity, intention, environmental attitudes and responsibleenvironmentalbehaviors significantly increased after intervention. Even though students’ “cognitive skills” and “saving behavior” increased from pre-test to post-test, these increases were not statistically significant.

Environmental literacy refers to the knowledge of the mechanism of how the nature works and the roles of human to preserve the nature sustainably. The dynamic relation between human and environment can be seen from the life interaction along with all the components. One characteristic of society that has environmental literacy is highly concerned with environmental. This research aims to analyze students’ environmental literacy in Adiwiyata Green School in Surakarta. Environmental literacy covers some components including environmental knowledge, attitude, and environmental concern.This research was developed through descriptive qualitative design to obtain data by employing classroom observation and questionnaire based on environmental literacy to the students in Adiwiyata Green School in Surakarta. The research finding shows that (1) students’ environmental literacy in Adiwiyata Green School in Surakarta is categorized as low level. Data obtained from the instrument are 77,38% for...