Worldwide Environmental literacy Essay

2.3 Worldwide Environmental literacy
In 1990, a panel of professional environmental educators and researchers of United States identified the need for national measures of environmental literacy as part of a national research agenda (Wilke, 1990). Volk and McBeth (2010), discussed the results of a research project undertaken to provide a baseline assessment of environmental literacy among U.S. middle school students. They focused on what U.S. youngsters know about, think and feel about, and do in relation to the environment and environmental issues.
The results of this research suggest that, as a group, they are moderate to high in their ecological understandings. Their attitudes also appear to be moderately positive, especially in terms of positive feelings toward the environment and willingness to take positive actions toward the environment. The older students appear to be more knowledgeable and more skilled in a cognitive sense than the younger students. As noted by Leeming et al. (1995), it would be expected that older children would have more knowledge and earn higher scores on instrument than would younger children. But, the younger students appear to have more positive feelings about the environment, a greater willingness to take positive actions toward the environment, and a higher level of participation in pro-environmental behaviors.
New Hampshire's Environmental Literacy Plan provides an organized framework to ensure environmental literacy for all people outlined by the six key areas of the plan. Key areas 1 and 2 ensure that environmental literacy activities address state education goals and are aligned with student graduation requirements. Key area 3 focuses on the need for professional development to assist teachers and school districts. Key area 4 considers the assessment of environmental literacy, and key area 5 addresses implementation and funding. Finally, key area 6 stipulates that environmental education opportunities be provided in schools and communities (NHEE, 2012).
A few schools in California have formal programs that enable students to engage in environmentally-themed activities, investigations, and service-learning projects. At some schools, programs provide students with greater opportunities to work on environmental projects. These schools have implemented interdisciplinary units of instruction using the environment as a unifying theme. Some schools have developed partnerships with local organizations for this purpose (Torlakson, 2015).
According to Evers (2011), the state superintendent of Wisconsin Department of Public Instruction, The Wisconsin Plan to Advance Education for Environmental Literacy and Sustainability in PK-12 Schools Supports
Education for environmental literacy and sustainability that is fully, efficiently, and appropriately integrated into formal education systems.
Professional development opportunities that are aligned with student outcomes of education for environmental literacy and sustainability.
Consistency, accuracy, and excellence in environmental and sustainability content knowledge.
Engaging underserved communities through an inclusive process so that all stakeholders are beneficiaries of education for environmental literacy and sustainability in schools.
Involvement of non-formal education providers, state natural resource agencies, community organizations, and other partners to effectively provide education for environmental literacy and sustainability in schools.
A comprehensive state vision to advance education for environmental literacy and sustainability.