Evaluating the Environmental Literacy of Israeli Elementary and High School Students

By M. Negev, Gonen Sagy, Y. Garb, Alan Salzberg, A. Tal. 2008

201 citations recorded by the source corpus.

Subfields: Health, Toxicology and Mutagenesis, Management, Monitoring, Policy and Law, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/bcfac6c8f07688de2dc65f599a4dcc288d8fa627

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Health, Toxicology and Mutagenesis

1. S. Pe’er
2. B. Yavetz
3. Daphne Goldman

In Management, Monitoring, Policy and Law

1. S. O'Neill
2. S. Pe’er
3. Julie Barnett
4. Katharine Lee
5. Eric Ng
6. B. Yavetz
7. N. Gjersoe
8. W. Fang

In Sociology and Political Science

1. S. O'Neill
2. S. Pe’er
3. Julie Barnett
4. Katharine Lee
5. Eric Ng
6. B. Yavetz
7. N. Gjersoe
8. W. Fang

Citations in the corpus

• Youth perceptions of climate change: A narrative synthesis (2020, background): “Further, the “adolescent dip” in environmental attitudes and behaviors has been well documented (Liefländer & Bogner, 2014; Negev et al., 2008; Olsson & Gericke, 2015; Uitto et al., 2011; Uitto & Saloranta, 2010).”
• Environmental literacy of pre‐service teachers in Israel: a comparison between students at the onset and end of their studies (2009, background): “The national survey conducted on Israeli schoolchildren also found that environmental attitudes were generally high while their participation in pro-environmental behaviour was lower, especially in high school pupils (Negev et al. 2008).”
• A Nationwide Survey Evaluating the Environmental Literacy of Undergraduate Students in Taiwan (2018, methodology): “Environmental pedagogy does not always provide accurate answers, but should provide opportunities for students and encourage them to investigate the causes for and solutions to problems [30], recognize lifelong environmental subjectivity, and appreciate multiple perspectives [59,60].”
• Secondary school students' interests, attitudes and values concerning school science related to environmental issues in Finland (2011, background): “According to Rajakorpi and Salmio (2001), at the beginning of this century, ESD was understood to include mostly aspects of ecological sustainability, such as learning about environmental problems and skills to behave in environmentally responsible ways.”