Development of a Community-Wide Environmental Literacy Program for STEM Learners
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| Title: | Development of a Community-Wide Environmental Literacy Program for STEM Learners |
|---|---|
| Language: | English |
| Authors: | Renante B. Perez |
| Source: | Online Submission. 2025. |
| Peer Reviewed: | N |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Grade 12 High Schools Secondary Education |
| Descriptors: | Foreign Countries, Grade 12, STEM Education, Environmental Education, Multiple Literacies, Program Descriptions, School Community Programs, School Community Relationship, Partnerships in Education |
| Geographic Terms: | Philippines |
| Abstract: | This study developed a contextualized Environmental Literacy Program (ELP) for Grade 12 STEM learners in a coastal municipality in Central Luzon, Philippines. Grounded in the Ecosystem-Based Model of Human Ecology, Bronfenbrenner's Ecological Systems Theory, Place-based Education, and Orr's Ecological Literacy, it (a) described existing environmental activities using environmental literacy components, (b) examined strengths, weaknesses, opportunities, and threats (SWOT), and (c) used these results to design a school-community program. A convergent parallel mixed-methods design was used. Survey and open-ended responses were collected from internal and external stakeholders. The researcher-made instrument contained 16 indicators using a 4-point Likert scale and four open-ended questions. It was content-validated, piloted with 30 STEM graduates, and demonstrated reliability (Cronbach's [alpha]=0.840). Quantitative data were summarized using means, and qualitative responses were analyzed through thematic analysis. Results showed high relevance/engagement ratings among external stakeholders, while STEM students reported the lowest group mean, including a lower rating for curriculum integration. SWOT ratings likewise reflected collaboration opportunities alongside internal limitations (e.g., training/resource gaps) noted by school stakeholders. Three themes emerged: school-based integration, experiential and community-driven engagement, and gaps in continuity/awareness. These findings informed an eight-component ELP for SY 2025-2026, emphasizing localized curriculum integration, quarterly student-led projects, inter-agency mentoring and CEPA campaigns, monitoring mechanisms, teacher professional development, recognition/career linkage, expanded partnerships, and shared stakeholder accountability for follow-up. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678626 |
| Database: | ERIC |
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