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ERIC Number: ED524461
Record Type: Non-Journal
Publication Date: 2011
Pages: 143
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-3330-1
The Relationship between Environmental Literacy and Students' Participation in Global Online Collaboration
Steneken, Marilyn
ProQuest LLC, Ed.D. Dissertation, Walden University
Recent concerns over global ecology have led to a renewed call for effective environmental education. Since traditional methods of teaching environmental education tend to focus on local issues and perspectives, educators are faced with the problem of providing a more global view of ecological issues. Little research exists exploring the e-learning format as an alternative of teaching environmental education, although current literature confirms that online learning increases knowledge, motivation, and critical thinking skills. The research questions focused on the implementation of online global collaboration as a means to develop environmental literacy and foster self-efficacy among middle school students. This repeated measures quantitative study merged the online venue and environmental learning to assess the combined educational impact. The sample group of 95 middle school students participated in Web-based activities with global peers for 2 months, sharing environmental information from their native countries. Pre and postintervention surveys were conducted to determine if a significant difference existed between environmental literacy and self-efficacy before and after treatment. Constructivist concepts provided the theoretical foundation of this study. Resulting numeric survey scores were compared and statistically analyzed using a "t" test, which reflected a significant increase in both environmental literacy of middle school students and their self-efficacy after participation in the treatment. With this information, educational strategies can be developed that expand students' environmental literacy and self-efficacy to enhance their role as global citizens and encourage them to engage in collaborative problem solving. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A