Environmental Literacy of ISCED 2 Pupils in the Czech Republic and Slovakia

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F22%3A43897291" target="_blank" >RIV/44555601:13430/22:43897291 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/44555601:13440/22:43897291 RIV/00216208:11410/22:10446001

Výsledek na webu

<a href="https://www.scimath.net/article/environmental-literacy-of-isced-2-pupils-in-the-czech-republic-and-slovakia-12361" target="_blank" >https://www.scimath.net/article/environmental-literacy-of-isced-2-pupils-in-the-czech-republic-and-slovakia-12361</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.30935/scimath/12361" target="_blank" >10.30935/scimath/12361</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Environmental Literacy of ISCED 2 Pupils in the Czech Republic and Slovakia

Popis výsledku v původním jazyce

Environmental literacy first emerged as a goal of environmental education in the 1960s and 1970s. The theory of environmental literacy assumes that an environmentally literate individual has adequate knowledge and attitudes and behaves in an environmentally friendly manner. Presented study focuses on the application of the modified version of the middle school environmental literacy survey research tool in the Central-European context. Its key objective is to identify the cognitive, affective, and behavioral dimensions of environmental literacy and the significance of the impact of specific demographic variables (gender, age, grade, and leisure activities), including comparative analysis between the Czech Republic and Slovakia. A statistically significant relationship was identified between affective and behavioral dimensions. All demographic variables, particularly pupil?s leisure, have a significant effect. The differences between pupils of Czech and Slovak primary schools are only partial, probably because of the shared history of both countries.

Název v anglickém jazyce

Environmental Literacy of ISCED 2 Pupils in the Czech Republic and Slovakia

Popis výsledku anglicky

Environmental literacy first emerged as a goal of environmental education in the 1960s and 1970s. The theory of environmental literacy assumes that an environmentally literate individual has adequate knowledge and attitudes and behaves in an environmentally friendly manner. Presented study focuses on the application of the modified version of the middle school environmental literacy survey research tool in the Central-European context. Its key objective is to identify the cognitive, affective, and behavioral dimensions of environmental literacy and the significance of the impact of specific demographic variables (gender, age, grade, and leisure activities), including comparative analysis between the Czech Republic and Slovakia. A statistically significant relationship was identified between affective and behavioral dimensions. All demographic variables, particularly pupil?s leisure, have a significant effect. The differences between pupils of Czech and Slovak primary schools are only partial, probably because of the shared history of both countries.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

European Journal of Science and Mathematics Education

ISSN

2301-251X

e-ISSN

2301-251X

Svazek periodika

10

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CY - Kyperská republika

Počet stran výsledku

10

Strana od-do

519-528

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85135833903