ASSESSING THE ENVIRONMENTAL LITERACY OF INTRO ENVIRONMENTAL SCIENCE STUDENTS By Randi Corrine Hogden B. S., Metropolitan State College of Denver, 2010 A thesis submitted to the University of Colorado Denver in partial fulfillment of the requirements for the degree of Masters of Science Environmental Science 2012 This thesis for the Masters of Science Degree by Randi Corrine Hogden has been approved by Bryan Shao-Chang Wee Robert Talbot Casey Allen April 9, 2012 Date Hogden, Randi Corrine (M. S., Environmental Science) Assessing the Environmental Literacy of Intro Environmental Science Students Thesis directed by Bryan Shao-Chang Wee ABSTRACT Using an assessment tool, tailored to the Colorado academic science standards, a study was conducted to evaluate the environmental literacy of postsecondary, nonscience majors. Data were collected from 144 students taking an introductory environmental science class. A 16-item, multiple-choice question, environmental knowledge assessment instrument covered environmental content across three subdomains in the Colorado academic science standards: Physical Science, Life Science and Earth Systems Science. Population total mean scores were compared to sub- domain scores to assess students’ overall environmental literacy as well as to identify the populations’ weaknesses between the sub-domains. Results showed that the total mean score for the class was 52.18%, which indicates that the population as a whole does not have a strong foundation in environmental science nor high levels of environmental literacy and need further assistance in one or more of the three sub-domains. Statistical analysis revealed that on average the students scored a 67.8% in Physical Science, 53.4% in Life Science, and 37.8% in Earth Systems Science. Given that the findings were limited to environmental knowledge within the Colorado science standards, an assessment of environmental knowledge in social science standards, including measures of behavior, attitudes and dispositions toward the environment is warranted. Keywords: assessment; environmental education; environmental literacy; environmental science; environmental knowledge; Colorado State Science Standards ACKNOWLEDGMENT Without the support and guidance of Dr. Bryan Wee, this research project would have never materialized. You have shaped my mind, my awareness, my spirit and my path. Thank you for choosing and believing in me. Thank you to James, my husband, for the comfort and hope you’ve given me, laughter we’ve shared daily, and your willingness to endure unceasing hours of silence whilst I studied, wrote and researched. To Yvette and Adam, I love you both and am indebted to you countless home cooked meals and dish washings. TABLE OF CONTENTS Figures………………………………………………………………………………….…………..iii Tables………………………………………………………………………………………….........iv Chapter 1. Prologue…………………………………………………………………………...…...….5 2. Introduction to Literature Review…………………………..………………………..……6 2.1 Brief history: Environmental Education………………………………………………….......…………..6 Environmental Literacy…………………………………………………...……….………8 2.2 Definitions of literacy…………………………………………………...……….……….10 2.3 Definitions of Science Literacy………...………………………………………….…..…10 2.4 Definitions of Environmental Literacy………………………………………..…….…....12 2.5 Current demand for EE and EL………………………………………...………………...14 2.6 Measuring EL with State Standards……………………………………………………...17 3. Methods…………………………………………………………………………..……....20 3.1 Introduction to assessment……………………………………………….……….……...20 3.2 Creation of AELIESS………………………………………………….…………...….…21 3.3 Identification of measure…………………………………………..……..,……….……..22 General Information…………………………………………………….…..…….……...22 Purpose(s) of measure Specific sub-domains assessed Intended test population………………………………………..…….………………..…24 Age Special groups Administration…………………………..…..……………………………..………….…24 i Time required………………………...…………………………………………….……24 Stimulus items…………………………………………………………….………..……24 Administration Procedures……………………………………………………….…...…25 Scoring Procedures………………………………………………….………..…….……25 Interpretation procedures……………………………….………………………………..26 3.4 Support for measure…………………………………….………………………...….…..26 Item selection………………..………………………….…………………...…………...26 Validity evidence……………………………………….……………………...…….…..27 Reliability……………………………………………….………….…………..………...28 4. Results and Discussion…………………………………………………………….……..29 5. Implications and Conclusion……………………………………………………………..45 5.1 Challenges for Education………………………………………...…..…………………..45 5.2 Limitations of Assessment…………………………………...…………………………..46 5.3 Dispositions towards the environment……………..………………......…….…………..49 5.4 Environmental values and beliefs……………………...…………………….…………..50 6. Epilogue………………..…………………………………………….…………………..52 Appendix A. Geographic Dispersion of survey respondents..…………………………………………53 B. Introduction to Environmental Science Syllabus……………………………………...…55 C. AELIESS assessment instrument and Answers………………………………..………...58 D. AELIESS questions chosen using Colorado academic standard outline……………...…62 E. Studies assessing aspects of EL……………………………………………………….…65 F. EL contexts and distributions..………………………..………………………….……....68 G. IRB approval letter…………………………………..…………………………………...70 Bibliography…………………………………………...…………………………………………..72 ii FIGURES Figure 2.1 Geographic dispersion of survey respondents……………………………….……….…..54 3.2 ENVS 1042: Introduction to Environmental Science Syllabus………….……………….56 3.3 AELIESS assessment instrument………………………………………….…………..…59 4.1 Difficulty and Discrimination Distributions……………………………………….……..29 4.2 Mean Scores for Age Groups……………………………….……………………………40 4.3 Sub-domain scores compared to total mean score……………………………………….42 5.1 PISA Framework for Assessing Environmental Literacy………………………………..48 iii TABLES Table 2.1 AELIESS Questions chosen using the Colorado Academic Standard’s outline of critical concepts and skills for K-12………………………………………………….…………..63 3.1 A selection of studies that assess instructional effectiveness concerning aspects of EL...66 3.2 Contexts for environmental literacy……………………………………………….……. 69 3.3 Distributions of contexts…………………………………………………………………69 4.1 Total Variance Explained……………………………………….….…………….………31 4.2 Principal Component Analysis………………………………..……………………….…32 4.3 Cronbach’s Alpha Case processing summary………….……………………….………..33 4.4 Cronbach’s Alpha Reliability…………………………………………...………..………33 4.5 Cronbach’s Alpha Item-Total Statistics………………………….………………………34 4.6 Demographic information including percents of represented ethnicities…………….….35 4.7 Independent t-test between men and women’s scores……….…………….…….………36 4.8 Group statistics for men and women………………………………………………….…36 4.9 Independent t-test between high school graduates and non-graduates………………..…37 4.10 Group statistics for high school graduates and non-graduates…………………………..37 4.11 Independent t-test for K-12 Colorado and non-Colorado attendees……………………..38 4.12 Group statistics for K-12 Colorado and non-Colorado attendees………………………..38 4.13 Descriptives on a One-way ANOVA for Age and Average scores…………………...…39 4.14 One-way ANOVA for Age and Average scores…………………………………......…..40 4.15 Independent t-test between individuals 18 to 20 years old and those 21 to 39 years olds.41 4.16 Group statistics for ages 18 to 21 and 21-39……………………………………………..42 iv 1. Prologue Currently, there is not research being conducted on state content standards and how they relate to environmental literacy. Although we have created exceptional environmental frameworks and tools for measuring environmental literacy, the assessments are disconnected from the academic standards. It is not rational to expect any educator to stray from the academic standards they have been given by the state to follow a separate environmental literacy plan. Unfortunately, the all too common attitude is that, if it will not be tested, it will not be taught. If we want to measure environmental literacy of students, we must draw from what they are actually being taught. Environmental knowledge, of natural and human systems, has been incorporated into the Colorado Science Standards. Why not use these same standards as a baseline for the environmental assessment? It only makes sense. The proposed research examines Intro to Environmental Science students and their understanding of environmental science knowledge and concepts. The research seeks to answer the question: Do post-secondary students possess the environmental knowledge they were taught in Kindergarten through twelfth grade (K-12)? Having a clear understanding of the foundational concepts, such as the interaction of natural and human systems, is an important aspect of environmental literacy. Once the more quantitative foundational concepts are understood, this enables the educator to instruct from a more qualitative angle. This approach is known as the T- educational approach (Golley, 1998). The arms are broad and the stem deep. The ultimate goal of Intro to Environmental Science is to grow individuals with operational environmental literacy. The measured, foundational knowledge highlights normal and memorable patterns of environmental relationships and organization of observations, interpretations and generalizations. The research includes the use of an assessment tool, AELIESS, created using the new Colorado Department of Education K-12 Academic Standards. The research supplies environmental educators with a practical assessment tool. 5 2. Introduction to Literature Review 2.1 Brief history: Environmental Education (EE) It is acknowledged that the primary antecedents of Environmental Education (EE) were Nature Study, Outdoor Education, and Conservation Education (Disinger, 1985). The term Environmental Education has been so vaguely defined over the years that it has been used synonymously with many different constructs: environmental-ecological education, ecological education, conservation education, camping education, outdoor education and environmental science education (Disinger, 1985). One of the most renowned experts on EE, Harold Hungerford, has concluded that EE is not synonymous with the previous fields, but that it has been defined and given substantive structure and boundaries (Hungerford, 1975). The definition that Hungerford (2005) uses, because of its easy and clarity, is from the Federal Register and states that: Environmental education is a process that leads to responsible individual and group actions… Environmental education should enhance critical thinking, problem solving, and effective decision-making skills. Environmental education should engage and motivate individuals as well as enable them to weigh various sides of an environmental issue to make informed and responsible decisions (US EPA, 1992, p.47516). EE became a common phrase and topic of interest in the 1960’s and 70’s. This topic of interest quickly turned into efforts to compose a conceptual framework for EE, built on shaping attitudes, motivations and skills (Hart, 1981; Harvey, 1977a; Hungerford, Peyton, & Wilke, 1980; Stapp et al., 1969; UNESCO, 1977). In 1978 the world’s first Intergovernmental Conference on Environmental Education, organized by UNESCO in cooperation with the United Nations Environment Programme (UNEP) was convened in Tbilisi, Georgia (USSR). At the close of the conference, the Tbilisi Declaration was adapted by acclamation. Within the document, among the goals and guiding principles of EE, were the five categories of objectives. The Tbilisi EE 6