The Motives and Environmental Literacy of Teaching-Oriented Versus Incoming Non-Teaching-Oriented Students in Interdisciplinary Environmental Programs

• In Event: Poster Session 8
  In Poster Session: International Perspectives on Ecoliteracies: Work at the Intersection of Community, Environmental, and Scientific Issues

Abstract

This study compared the motives and environmental literacy (EL) of incoming undergraduate and graduate students in teaching and non-teaching oriented environmental programs in Israel. For all students, acquiring knowledge was the major motive for studies. Undergraduate-student-teachers demonstrated the least developed EL. Graduate teacher-students displayed strong identity as educational agents-of-change, but their limited environmental-knowledge raises questions concerning the knowledge foundations provided in undergraduate teacher-training programs. Graduate-non-teaching-students enter these programs relatively environmentally-literate, perceiving them as a means for developing an environmental career. The study produced specific implications for each group’s environment-oriented programs. One implication, arising from the positive impact of subjective knowledge on pro-environmental behavior, suggests that implementing pedagogies that actively involve students may be more effective in encouraging environmentally-accountable citizenship.

Authors

• Iris Alkaher, Kibbutzim College of Education

• Daphne Goldman, Beit Berl Academic College