6/2019 vol. 15
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RESEARCH PAPER
Developing Teachers’ Environmental Literacy through Inquiry-based Practices
Gillian Kidman 1
,
 
Niranjan Casinader 1
 
 
 
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Monash University, Melbourne, Victoria, AUSTRALIA
 
 
Online publication date: 2019-01-21
 
 
Publication date: 2019-01-21
 
 
EURASIA J. Math., Sci Tech. Ed 2019;15(6):em1687
DOI: https://doi.org/10.29333/ejmste/103065
 
 
Article (PDF)
References (32)
 
KEYWORDS
Australian curriculum
science
environmental literacy
inquiry-based teaching
sustainability
teachers
 
ABSTRACT
This paper is concerned with a gap in the discourse concerning the development of environmental literacy. Much of the research available concerns the development of environmental literacy in students; however, our assertion is that unless the teacher has developed environmental literacy themselves, they cannot develop such literacies in their students. Hence, this paper will consider the development of environmental literacy in teachers as a necessity for enabling the development in students. As environmental education is predominantly delivered through an interdisciplinary infusion model, the recommendation is for a teacher’s environmental literacy to be developed alongside their inquiry literacy. This paper uses the Australian Curriculum to explore how a curriculum potentially impacts on the development of environmental literacy, and the synergistic relationship between environmental literacy and inquiry literacy.
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