Environmental Literacy of Ohio Adults

Please use this identifier to cite or link to this item: http://hdl.handle.net/1811/23821

Show simple item record

Files Size Format View
V099N3_057.pdf 486.6Kb PDF View/Open

dc.creator Mancl, Karen M. en_US
dc.creator Carr, Kathleen en_US
dc.creator Morrone, Michele en_US
dc.date.accessioned 2006-07-07T18:22:58Z
dc.date.available 2006-07-07T18:22:58Z
dc.date.issued 1999-06 en_US
dc.identifier.citation The Ohio Journal of Science. v99, n3 (June, 1999), 57-61 en_US
dc.identifier.issn 0030-0950 en_US
dc.identifier.uri http://hdl.handle.net/1811/23821
dc.description Author Institution: Food, Agricultural and Biological Engineering, The Ohio State University ; Strategic Research Group ; School of Health Sciences, Ohio University en_US
dc.description.abstract Environmental literacy is defined as an understanding of natural systems combined with how they interact with human social systems. Past surveys have measured the pollution knowledge of adults. This study instead examined Ohio adult's knowledge of ecological principles as the basis of understanding. A telephone survey of 504 Ohio adults measured their knowledge of ecological principles. As a group, Ohio adults appear to understand four principles of ecology: biogeography, the earth as a biosphere, ecological energetics, and carrying capacity. Some additional attention should be paid to teaching Ohio adults about three principles of ecology: ecosystem succession, biotic interactions, and the importance of diversity. Most importantly, Ohio adults must learn more about the principle of materials cycling. Ohio adults showed poor understanding of the nitrogen, phosphorus, and hydrologic cycle and bioaccumulation. en_US
dc.format.extent 498370 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US
dc.title Environmental Literacy of Ohio Adults en_US