Decisions And Dilemmas: Using Writing To Learn Activities To Increase Ecological Literacy

Meena M. Balgopal; Alison M. Wallace

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Decisions And Dilemmas: Using Writing To Learn Activities To Increase Ecological Literacy

机译：决策与困境：使用写作学习活动以提高生态素养

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Researchers tested whether writing increases ecological literacy in undergraduate elementary education students. The authors asked students to write 3 guided essays addressing the cognitive, affective, and behavioral domains in response to news articles on hypoxia. Of the 22 students, 64% improved their ecological literacy from the 1st essay to the 3rd essay. The authors conclude that writing can be an effective learning tool for increasing ecological literacy. They also posit that ecological literacy is a continuum and not a discrete state. Authentic learners who can recognize dilemmas and potential decisions (and their ecological consequences) are on one end of this continuum.

机译：研究人员测试了写作是否能提高本科基础教育学生的生态素养。作者要求学生撰写3篇针对缺氧新闻报道的文章，涉及认知，情感和行为领域。在22名学生中，有64％的学生从第一篇到第三篇文章提高了生态素养。作者得出结论，写作可以成为提高生态素养的有效学习工具。他们还认为，生态素养是一个连续的过程，而不是一个离散的状态。能够认识到困境和潜在决策（及其生态后果）的真实学习者正处于这一连续性的一端。

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《The journal of environmental education》 |2009年第3期|13-26|共14页
作者
Meena M. Balgopal; Alison M. Wallace;
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正文语种 eng
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关键词
ecological literacy; learning; preservice teachers; writing;

机译：生态素养;学习;职前教师;写作;

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3. The Challenge of Evaluating Students' Scientific Literacy in a Writing-to-Learn Context [J] . Tomas Louisa, Ritchie Stephen M. Research in science education . 2015,第1期

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Decisions And Dilemmas: Using Writing To Learn Activities To Increase Ecological Literacy

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