home icon user icon
Welcome to International Network for Natural Sciences | INNS Pub.
Home My Account
Submit Manuscript
double_slash
breadcumb_bg

Environmental literacy and epistemological beliefs of Filipino pre-service teachers: A search for congruency

Paper Details

Research Paper 01/05/2018
Views (466) Download (17)
current_issue_feature_image
publication_file

Environmental literacy and epistemological beliefs of Filipino pre-service teachers: A search for congruency

Gilbert C. Magulod Jr.
J. Bio. Env. Sci.12( 5), 196-204, May 2018.
Certificate: JBES 2018 [Generate Certificate]
Key: Environmental educationEnvironmental literacyEpistemological beliefsPre-service teachers

Abstract

Future teachers must have to be environmentally literate and competent enough in producing informed learners who can make environmentally responsible decisions and exhibits environmental responsible behavior. The study investigated the relationship between the environmental literacy and epistemological beliefs of pre-service teachers. It employed descriptive correlational research design. The participants were the sixty pre-service teachers of Cagayan State University randomly selected. Findings revealed that there is a high level of environmental literacy among the pre-service teachers. Likewise, they exhibit positive personal epistemological on the five dimensions. Significantly, the test of difference showed that sex is the single variable showing a significant difference in the environmental literacy while parents’ education attainment also spelled significant differences on the epistemological beliefs of the pre-service teachers. The study also found out that there is a significant relationship between the environmental literacy and epistemological beliefs of the pre-service teachers indicating that the higher the environmental literacy of the respondents the more they likely to exhibit sophisticated belief about environmental knowledge. Results of the study further suggest that there is a congruency between the environmental literacy and epistemological beliefs of the pre-service Filipino teachers. The higher they perceived themselves to possess the ability to learn the higher they manifest environmental literacy. Therefore, epistemological beliefs of the pre-service teachers should be taken into consideration in the teacher education training program to develop future educators who are environmentally literate.

VIEWS 44
Cover PDF

Alp E, Ertepinar H, Tekkaya C, Yilmaz A. 2006. A statistical analysis of children’s environmental knowledge and attitudes in Turkey. International Research in Geographical and Environmental Education 15(3), 210-223.

Dietz T, Fitzgerald A, Schwom R. 2005. Environmental values. Annual Review of Environment and Resources 30, 335-372.

Goldman D, Yavetz B, Pe’er S. 2006. Environmental literacy in teacher training in Israel: Environmental behavior of new students. J. Environ. Educ 38(1), 3-22.

Hungerford HR, Volk, TL. 1991. Curriculum development in environmental education for the primary school: Challenges and responsibilities. The International Training seminar on Curriculum Development in Environmental Education for the Primary School. In H. R. Hungerford, W. J. Bluhm, T.L. Volk, & J. M. Ramsey (Eds.), Essential readings in environmental education (pp. 37-45). Illinois: Stipes Publishing L.L.C.

Kaplowitz MD, Levine R. 2005. How environmental knowledge measures up at a big ten university. Environmental Education Research 11(2), 143-160.

Magulod GC. 2017. Personal Epistemologies and Teaching Styles of Filipino Preservice Elementary Teachers: Implications for Teacher Education Preparation Program. Asia Pacific Journal of Multidisciplinary Research Vol. 5 No. 1, 31-40. February 2017 retrieved from www.apjmr.com/wp-content/uploads/2016/ 12/APJMR-2017.5.1.05.pdf

Maienschein J. 1999. Commentary: To the future argument for scientific literacy. Science Communication 21(1), 75-87.

Merrit RD. 2008. Environmental Education. EBSCO Research Starters, EBSCO Publishing.

Ozturk G. 2009. Investigating Pre-service Teachers’ Environmental Literacy through their Espitemolical Beliefs. Published Thesis, Middle East Technical University.

Roth CE. 1992. Environmental literacy: Its roots evolution and directions in the 1990s. ERIC/CSMME Publications, The Ohio State University, 1200 Chambers Road, Room 310, Colombus, OH 43212. www.eric.ed.gov/ERICDocs/data/ericdocs2sql/conten t_storage_01/0000019b/80/24/44/47.pdf.

Saribas D. 2015. Investigating the Relationship between Pre-Service Teachers’ Scientific Literacy, Environmental Literacy, and Life-Long Learning Tendency. Science Education International Vol. 26, Issue 1, 2015, 80-100. Retrieved from www.files.eric.ed.gov/fulltext/EJ1056471.pdf

Tikka PM, Kuitunen MT, Tynys SM. 2000. Effects of Educational Background on Students’ Attitude, Activity levels, and Knowledge Concerning the Environment. The Journal of Environmental Education 31(3), 12-19.

Tuncer G, Ertepinar H, Tekkaya C, Sungur S. 2005. Environmental attitudes of young people in Turkey: effects of school type and gender. Environmental Education Research 11(2), 215-233.

Wood P, Kardash C. 2002. Design of studies of epistemology. In P. Hofer, & P. R. Pintrich (Eds.), Personal epistemology: The Psychology of beliefs about knowledge and Knowing (pp. 231-260). New Jersey: Erlbaum.

Wood P, Kardash C. 2002. Design of studies of epistemology. In P. Hofer, & P. R. Pintrich (Eds.), Personal epistemology: The Psychology of beliefs about knowledge and Knowing (pp. 231-260). New Jersey: Erlbaum.

Yavets D, Goldman D, Pe’er S. 2009. Environmental Literacy of Pre-service Teachers in Israel: a Comparison between Students at the Onset and End of their Studies.

Submit Manuscript