Abstract
Environmental literacy is mainly based on environmental education. It is represented by environmental knowledge, attitudes, sensitivity, and environmentally responsible behaviour.
The concept of environmental literacy can be described by three main dimensions: cognitive, affective, and conative. Author's analytical tool was used to measure environmental literacy of ISCED 2 pupils in Germany.
This pilot study in German environment was conducted during autumn 2019. Respondents were pupils of ISCED 2 level from two high-schools (N = 89), 45 girls and 44 boys.
The used research tool was quantitative questionnaire with 55 test items. Relationship among dimensions of environmental literacy and measured variables (sex, grade, leisure activities) was analysed.
The inner consistency of tool's subscales (Knowledge, Attitudes, Sensitivity and Behaviour) was analysed through Cronbach alpha coefficient. Its values reached acceptable level.
Correlation analysis was used to identify relationship among dimension (scales). Relationship to the sex was analysed by two-sample t-test, relationship to grade and leisure activities by correlation analysis and multiple regression.
ANOVA was used for the knowledge scale. The strongest correlation (ρ = 0.86) was found between sensitivity and environmentally responsible behaviour.
Gender and leisure activities showed significant impact on the results. Knowledge and sensitivity showed strong correlation with these variables.
Boys reached higher values in knowledge whereas girls in sensitivity. Grade showed weak positive correlation only with knowledge.
Regression analysis showed relationship of environmental literacy and leisure activities (outdoor activities, ICT, hobbies, sport). Free time spent outside combined with sex showed as the strongest predictor of environmental literacy (explained 30% variability of the sensitivity values).
Leisure activities of pupils can be considered as important determinants of their environmental literacy.