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Focusing on eco-literacy among Australian primary school teachers, this study reveals a significant gap between expected and actual knowledge in environmental education. Utilizing both qualitative and quantitative research methods, it finds that many teachers operate at levels of eco-illiteracy or nominal eco-literacy, often prioritizing attitudes over knowledge. The findings highlight eco-literacy as a crucial yet overlooked aspect of education, suggesting that without addressing this deficiency, the goal of cultivating eco-literate students and citizens remains unachievable.
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Eco-Literacy, Amy Cutter-Mackenzie
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- Pubblicato
- 2009
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