Decisions and Dilemmas: Using Writing to Learn Activities to Increase Ecological Literacy

Abstract

Abstract 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. Keywords: ecological literacylearningpreservice teacherswriting