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The Relationship Between Environment...

Steneken, Marilyn.

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The Relationship Between Environmental Literacy and Students' Participation in Global Online Collaboration.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The Relationship Between Environmental Literacy and Students' Participation in Global Online Collaboration./
Author:	Steneken, Marilyn.
Description:	141 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: 0832.
Contained By:	Dissertation Abstracts International72-03A.
Subject:	Education, Environmental. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3438896
ISBN:	9781124433301

The Relationship Between Environmental Literacy and Students' Participation in Global Online Collaboration.
Steneken, Marilyn.

The Relationship Between Environmental Literacy and Students' Participation in Global Online Collaboration. - 141 p.

Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: 0832.

Thesis (Ed.D.)--Walden University, 2011.

Recent concerns over global ecology have led to a renewed call for effective environmental education. Since traditional methods of teaching environmental education tend to focus on local issues and perspectives, educators are faced with the problem of providing a more global view of ecological issues. Little research exists exploring the e-learning format as an alternative of teaching environmental education, although current literature confirms that online learning increases knowledge, motivation, and critical thinking skills. The research questions focused on the implementation of online global collaboration as a means to develop environmental literacy and foster self-efficacy among middle school students. This repeated measures quantitative study merged the online venue and environmental learning to assess the combined educational impact. The sample group of 95 middle school students participated in Web-based activities with global peers for 2 months, sharing environmental information from their native countries. Pre and postintervention surveys were conducted to determine if a significant difference existed between environmental literacy and self-efficacy before and after treatment. Constructivist concepts provided the theoretical foundation of this study. Resulting numeric survey scores were compared and statistically analyzed using a t test, which reflected a significant increase in both environmental literacy of middle school students and their self-efficacy after participation in the treatment. With this information, educational strategies can be developed that expand students' environmental literacy and self-efficacy to enhance their role as global citizens and encourage them to engage in collaborative problem solving.

ISBN: 9781124433301Subjects--Topical Terms:

1029977
Education, Environmental.

The Relationship Between Environmental Literacy and Students' Participation in Global Online Collaboration.
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020 $a 9781124433301
035 $a (UMI)AAI3438896
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100 1 $a Steneken, Marilyn. $3 1680049
245 1 4 $a The Relationship Between Environmental Literacy and Students' Participation in Global Online Collaboration.
300 $a 141 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: 0832.
500 $a Adviser: Don Jones.
502 $a Thesis (Ed.D.)--Walden University, 2011.
520 $a Recent concerns over global ecology have led to a renewed call for effective environmental education. Since traditional methods of teaching environmental education tend to focus on local issues and perspectives, educators are faced with the problem of providing a more global view of ecological issues. Little research exists exploring the e-learning format as an alternative of teaching environmental education, although current literature confirms that online learning increases knowledge, motivation, and critical thinking skills. The research questions focused on the implementation of online global collaboration as a means to develop environmental literacy and foster self-efficacy among middle school students. This repeated measures quantitative study merged the online venue and environmental learning to assess the combined educational impact. The sample group of 95 middle school students participated in Web-based activities with global peers for 2 months, sharing environmental information from their native countries. Pre and postintervention surveys were conducted to determine if a significant difference existed between environmental literacy and self-efficacy before and after treatment. Constructivist concepts provided the theoretical foundation of this study. Resulting numeric survey scores were compared and statistically analyzed using a t test, which reflected a significant increase in both environmental literacy of middle school students and their self-efficacy after participation in the treatment. With this information, educational strategies can be developed that expand students' environmental literacy and self-efficacy to enhance their role as global citizens and encourage them to engage in collaborative problem solving.
590 $a School code: 0543.
650 4 $a Education, Environmental. $3 1029977
650 4 $a Education, Technology of. $3 1018012
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710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 72-03A.
790 1 0 $a Jones, Don, $e advisor
790 1 0 $a Reason, Lisa $e committee member
790 $a 0543
791 $a Ed.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3438896