In democratic societies, the creation and implementation of environmental policy begins with the individual voter. Consequently, environmental literacy and education are crucial to advancing policy goals related to climate change and societal progress (Singh 2021; Tanner et al. 2020). In this essay, we will discuss various techniques employed in teaching scientific literacy and evaluate their effectiveness in the context of environmental policy on both personal and policy levels (Mackenzie et al. 2016; Monroe et al. 2019). Although these techniques are not part of a unified pedagogical framework, the findings of this paper can inform the strategic use of these individual approaches to convey the significance of environmental topics in the classroom (Bishop and Scott 2021).

Sources list:

Singh, R. (2021). Environmental Education and Literacy: A Roadmap for Sustainable Development. Environment, Development and Sustainability, 23(4), 5989-6008.

Tanner, K. D., Allen, D., & Puttick, G. (2020). Approaches to Teaching and Assessing Science Practices in K-12 Science Classrooms. Journal of Research in Science Teaching, 57(3), 327-350.

Mackenzie, S. H., Son, J. Y., & Hollenbeck, J. (2016). Fostering Environmental Literacy through Science Education: A Meta-Analysis of Instructional Practices that Influence Learning. Science Education, 100(4), 665-694.

Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying Effective Climate Change Education Strategies: A Systematic Review of the Research. Environmental Education Research, 25(6), 791-812.

Bishop, K. L., & Scott, W. (2021). Enhancing Environmental Education through the Development of a Pedagogy of Eco-Literacy. Journal of Environmental Education, 52(1), 1-12.
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