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dc.contributor.authorPutnam, Victoria
dc.date.accessioned2022-02-04T18:11:07Z
dc.date.available2022-02-04T18:11:07Z
dc.date.issued2011
dc.identifier.urihttps://scholars.smwc.edu/handle/20.500.12770/442
dc.description.abstractEnvironmental literacy, along with responsible environmental behavior, is often the stated goal of environmental education (Todt, 1995). That being said, it is essential that teachers be environmentally literate. However, most American adults are not very environmentally literate. For example, The NEETF/Roper National Report Card (NEETF 1997) gave two out of three American adults failing grades on pollution knowledge (Manci, Carr, & Morrone, 1999). How can we expect our current community of educators to pass on this critical knowledge to the next generation if they themselves are illiterate? While the answer is simple: incorporate environmental education into all levels of learning, the implementation is complex. It requires an education of the educators, not only in ecological concepts, but in sustainable development and action methodology as well.en_US
dc.language.isoen_USen_US
dc.subjectEnvironmental educationen_US
dc.subjectScience--Study and teaching (Secondary)en_US
dc.titleEarth Incorporated: A Cross-Curricular Guide to Integrating Nature into the Middle School Classroomen_US
dc.typeProjecten_US
dc.type.degreenameMaster of Arts in Earth Literacyen_US


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