Module 10: ECOLITERACY

Learning Outcomes:
Upon the completion of this self-instructional package, you should be able to:
1. Explain ecoliteracy in developing a sustainable environment;
2. Discuss the seven environmental principles of nature;
3. Describe a green school;
4. Articulate how ecoliteracy can be integrated in the curriculum, practiced in school and
demonstrated in the classroom; and
5. Analyze a research abstract on ecoliteracy and its implication to teaching-learning
process;

Ecoliteracy and Sustainable Development

Ecoliteracy considers ecological systems awareness and how society operates within
natural aspects as an educational imperative. The basic principles of ecoliteracy are good starting
points to explore fundamental lessons that can be learned from nature for the reform of society
(Wahl, 2017).
In other perspective, ecological literacy is an understanding of the principles of
organization that ecosystems have evolved to sustain the web of life, which is the first step on the
road to sustainability. The second step is the move towards eco-design, of which there is a need
to apply the ecological knowledge to the fundamental redesign of technologies and social
institutions, to bridge the current gap between human design and the ecological sustainable
systems of nature (Capra, 2003).
Sustainability is the qualitative and quantitative condition that demonstrates the human
capacity to survive over time. It is qualitative in a way that we want well-being although, it is difficult
to measure. But it is also quantitative in that natural capital and ecological carrying capacity can
be measured with foot printing tools. It is a biological and ecological imperative for human society
to exist within the carrying capacity of the ecosystem. Ecological literacy therefore, provides the
basis for integrated thinking about sustainability. It supports the kind of thinking that prioritize
ecological imperatives.
To achieve sustainability, we must trace the roots of our cultural assumptions and work
on ecological illiteracy. Our society has created industries, processes, programs and institutions
that are destroying the ecosystem’s ability to support life. This unsustainable and reckless action
is direct result of lack of ecological understanding and lack of sense of urgency. With this in mind,
ecological literacy aims to replace fragmented thinking with new cognitive and social capacities
necessary for the design of sustainable ways of living (www.eco-labs.org/about/eco-literacy).

Ecologically Literate Person and Society

An ecologically literate person understands the essence of independence and
interconnectedness and that we are all part of a living system. An ecologically literate person
translates this understanding into actions and demonstrate conscious efforts to minimize negative
impacts on our life-sustaining systems and maximize value contribution to our collective well-
being, now and for future generations (http://educationforsustainability.info/general/ecological-
literacy/)
On the other hand, an ecologically literate society would be a sustainable society, which
does not destroy the natural environment on which they depend. Thus, ecological literacy is
powerful concept as it creates a foundation for an integrated approach to environmental problems.
Advocates and catalysts champion eco-literacy as new educational reform emerging from holism,
systems thinking, sustainability and complexity. Wahl (2017) claimed that nurturing ecological
literacy in students of wide range of ages has become the goal of sustainability education
programs worldwide.
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Ways to Develop Ecoliteracy in Schools
A growing number of educators feel the need to foster learning that genuinely prepares
young people for the logical challenges presented by this entirely unprecedented time in human
history. Thus, the goal is to raise students with an important perspective called “socially and
emotionally engaged ecoliteracy”’ which is the process that offers an antidote for fear, anger and
hopelessness which result from inaction. Hence, the act of engaging in ecological challenges on
whatever scale is possible or appropriate. It develops strength, hope and resiliency among young
people.
In this case, ecoliteracy is founded on anew integration of emotional, social and ecological
forms of intelligence. While social and emotional intelligence extend students’ abilities to see from
another’s perspective, empathize, and show concern, ecological intelligence applies these
capacities to understanding of natural systems and cognitive skills with empathy for all of life.
To help educators foster socially and emotionally engaged ecoliteracy, the following are
identified practices in age-appropriate ways for students, ranging from pre-kindergarten through
adulthood, and help promote the cognitive and affective the abilities with the integration of
emotional, social and ecological intelligences.
1. Develop empathy for all forms of life.
2. Embrace sustainability as a community practice.
3. Make the invisible visible.
4. Anticipate unintended consequences.
5. Understand how nature sustain life.

Seven Environmental Principles of Nature

Considering the key to understanding environmental problems is to learn about
ecosystem. Ecology can be best appreciated in schools through a more practical and more
relatable perspectives amd manner of orientation and realization.
The following are basic environmental principles of ecosystem (adapted from Barry
Commoner; cited in Butler, 2012).
1. Nature knows best. People need to understand nature and have to abide by the rules it
imposes. In essence, one must not go against the natural processes if he/she would like
to ensure a continuous and steady supply of resources.
2. All forms of life are important. Each organism plays a fundamental role in nature therefore,
all living things must be considered as invaluable instruments in maintaining balance in
the ecosystem.
3. Everything is connected to everything else. In an ecosystem, all components interact with
each other to ensure that the system is sustainable, of which any outside interference may
result in an imbalance and deterioration of the system.
4. Everything changes. People must rethink their relationship with the environment through
relevant technologies for positive changes.
5. Everything must go somewhere. Since wastes may go back to one’s own backyard in
some other forms, it is important to become aware of the different type of waste, classify
and segregate those that are toxic and potentially hazardous.
6. Ours is a finite earth. Awareness of the earth’s limited resources leads to a conscious
effort to change one’s attitude and initiative to recycle them.
7. Nature is beautiful and we are stewards of God’s creation. Being the most intelligent and
being gifted with reason, humans are capable of controlling and taking care of the creation
to their own advantage.
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Towards a Green School and Education for Sustainable Development
Schools play a great role in the development of academics but also environmental ethics
and care for nature among students.
The school environment, therefore, should encourage, support and nature students’
capacities on green environment as integrated in the curriculum and instruction. This will allow
them to connect with their surroundings and attend to their health and safety needs, while
motivating them to learn and imbibe a sense of belongingness and sensitivity towards the school,
society and even this planet.
Environmental issues and concerns can be effectively addressed when all efforts of staff
and students are geared toward adopting environmentally sustainable principles at all levels, from
planning and decision-making up to their execution in the school’s functioning as part of the daily
routine, such as creating a Green School.

Green School: The concept and background

The concept of Green School was introduced in Europe in the 1990s while the Rio Earth
Summit in 1992 took cognizance of the need to take action in every sea in which human impacts
on the environment. The World Summit on Sustainable Development (WSSD) in Johannesburg
in 2002 catalyzed the efforts to bring about a shift in ‘educating about the environment’ to
‘educating for sustainability’. This shift reflected the international climate of thinking about
Sustainable Development that meet the needs of the present without compromising future
generations to meet their own needs.
There was a continuous misuse and abuse of natural resources in quest for development
that would tend the future to be at stake. Hence, we need a deeper understanding and action to
respond to environmental issues and challenges that our Earth is confronted with.
Recognizing education as a critical means to achieve sustainability, the United Nations
launched the ‘Decade of Education for Sustainable Development (DESD)’ in 2005, to integrate
principles, values, and practices of sustainable development into all aspects of education and
learning in order to encourage behavior that will create a more sustainable future in terms of
environmental integrity, economic viability and a just society for present and future generations
(UNESCO, 2005). A key objective of the UNDESD is to foster better quality teaching and learning
for ESD. This calls for reorientation of thinking and practice of formal education, including
teaching-learning approaches and assessment.

Green Schools and ESD. The Green School is visualized as a school guided by the principles
of environmental sustainability. It seeks to create a conducive environment to fully utilize all
resources and opportunities inside and outside the school and orient teachers and students on
environmental sustainability through active involvement of the community. It demands on-going,
continuous, and synergistic efforts of all stakeholders toward improving the environment of the
school and its surroundings.
Students’ learning experiences outside school help them to consolidate and apply
knowledge, gain understanding of environmental processes, interrelationships and issues,
acquire life skills and help foster attitudes, values and sensitivity toward environmental concerns.
A “Green School” is identified with those elements and practices that inculcate
environmental sensitivity to promote environmental sustainability through various environment-
friendly means and encourage judicious use of resources. It also caters to the physical, mental
and emotional needs of a child by ensuring a school environment that is physically safe,
emotionally secure and psychologically enabling.

Essential aspects of Green School Environment. The ‘greenness’ of a school finds expression
in various aspects of the environment. The Green School has clean, healthy, protective and green
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surroundings. It also promotes both the physical and the psychosocial health of learners and
others in school; ensures a healthy, hygienic, safe learning environment with healthy practices;
and brings children closer to nature and involves them in taking care of it.
Thus, a Green School is a school that engages the school community, especially children,
in critical thinking and learning by adopting participatory, practical and collaborative approaches
to work together and make the school environment healthier for students and staff by involving
the whole community to work towards sustainable future.
A Green School adheres to the following precepts:
1. Learning about the environment. It focuses mainly on acquisition of knowledge and
understanding of the surroundings and related issues.
2. Learning through the environment. It refers to the processes of learning while being
engaged with environment inside and outside the classroom.
3. Learning for the environment. It aims at developing an informed response and
responsibility towards the environment beyond acquisition of skills and knowledge.

Understanding Green Curriculum. For curriculum to be ‘Green’, it must include the following
aspects:
1. Environment is encompassing, multidisciplinary and dynamic, has scientific, social,
economic, political and technological dimensions.
2. Being holistic, a Green Curriculum view environment as all that is around and aims to give
a better understanding of the way the world functions its operations, its alteration because
of the actions of human race and its consequences.
3. It holistically addresses sustainability concerns, such as protection and conservation of
natural resources, traditions, culture and heritage, safety and security, physical and
emotional assurance, health and sanitation issues, concern for equity and justice and
interconnection between and among natural, social, physical and cultural environment.
4. This requires a teaching-learning approach where students are provided time and space
to explore different facets of environment and interconnect them.
5. A Green Curriculum is a mutual concern of teachers and students.

Creating a Green School. A Green School is a school that creates a healthy environment
conducive to learning, while saving energy, environmental resources and money.
Therefore, a Green School (1) reduces environmental impacts and costs; (2) improves
occupants’ health and performance; and (3) increases environmental and sustainability literacy.

Characteristics of a Green School. Green, healthy, and high-performing are the characteristics
of a green school that provides many benefits to students, teachers, parents and the community,
at large.
1. It protects health. Schools, built with more daylighting, better ventilation, and healthy green
building materials and paints are healthier for students and staff.
2. It increases student performance. Student test scores can improve up to 20% when
students learn in green classrooms.
3. It saves energy and money. Operating costs for energy and water in a green school can
be reduced by 20% to 40%.
4. It reduces carbon emissions. Green schools significantly reduce carbon dioxide
emissions.
5. It reduces water usage. On an average, a green school reduces water usage by 32% that
has direct savings for the building.
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6. It improves teacher retention. A green school can reduce teacher turnover by as much as
5%, which improves student learning and school community, and can result in financial
savings for school.
7. It improves daily attendance. It reduces absenteeism by 15%.
8. It provides a unique educational opportunity. Schools can become teaching tools and
important features of science, math, and environmental curriculum when green features,
advanced technology and design in schools are used to motivate students about learning
real world application of green technologies and using schools and schoolyards as living
laboratories.
9. It creates green jobs. Investing in creating green schools is an investment in green jobs,
including green construction, building product manufacturing, and green architecture.
10. It improves equity. Greening public schools creates and opportunity to improve the health
and educational settings for all students amidst diverse identities and needs.

Dark Green School Program: Philippine Environmental Perspective

A Dark Green School (DGS) is a school that delivers Environmental Education through
assimilation of the environmental philosophy by the students in formal lessons, as well as in
activities outside the classroom.
Accordingly, schools must:
a. Be clean and neat as evidence of good management and housekeeping.
b. Call for green spaces, appropriate land use, planning, conservation of materials and
energy, proper waste management, segregation, use of appropriate materials and
avoidance of harmful ones and respect to others’ right to a smoke-free air.
c. Have management policies and guidelines that would create a healthful and ecological
campus.
d. Have a well-planned environmental curriculum for all levels, adequately oriented and
trained faculty, and administrative, library and financial support.
e. Have faculty and students who are aware of and appreciate the environmental program
of the school.
f. Reach out to an outside community to spread concern for Mother Earth and facilitate
projects and programs that improve the environment.
g. Engage in research that adds knowledge in the ways of nature and the impact of human
activities.

Ecological Living Practices

Sustainable ecological living is based on different sets of principles. To assess the impact
of our choices and actions, we need criteria from studying the basic facts of life and follows
(Capra, 2003): (1) Matter cycles continually through the web of life; (2) Most of the energy that
drives the ecological cycle flow from the sun; (3) Diversity assures resilience; (4) One species’
waste is another species’ food; (5) Life does not take over the planet by combat but by networking.
The dimensions of sustainability describe the environmental impacts of our activities, the
causes of which come from the socio-economic and political systems of the society. Sustainable
development entails three dimensions: environmental, economic and social.
Ecological living gives larger understanding of how things connect and are interdependent
that begins with addressing the causes of negative impacts on the environment. Ecological living
ang literacy therefore, provide people with the tools, knowledge and wisdom for taking concrete
actions on the immense desire to contribute to a better world and future (Capra, 2003).
Therefore, ecological living means to live in a way that it: (1) respects and replenishes the
carrying capacity of our planet; (2) honors our interrelatedness with all expressions of life; (3)
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enhances the qualitative aspects of our relationships; and (4) brings forth the best of our human
capacities for the co-creation of an ecologically sustainable and caring world.
Smitsman (2014) mentioned practical suggestions on how we can support the change for
sustainability through ecological living. In order to sustain outer actions for ecological living, it is
helpful to remember and draw inspiration from the inner or personal development dimensions of
ecological living. The following are inner and outer ecological perspectives. To wit:
A. Inner ecology (Smitsman, 2014).
1. Become a catalyst of change to help co-create a better world and future.
2. Care for and relate with non-human beings while spending time with nature.
3. Make the most of sustainability crisis that forces us to learn, dream, think, design, act
and relate in new ways.
4. Join the rest around the world in becoming agents of sustainability.
5. Nurture nature by taking care of our body and become aware of our natural body
rhythms.
6. Become more energy efficient and learn to recycle our own energy.
7. Learn to compost our own waste and no need to dump this unto others.
8. Become aware of rights, needs and well-being of future generations and explore how
we can support this in our actions.

B. Outer ecology (Smitsman, 2014).

1. Educate ourselves about the resources that we, our family and/or organizations utilize
to fulfill and sustain our needs.
2. Reduce, reuse, repurpose and recycle.
3. Be aware of the real price of goods and services that we use. Cheap products often
have hidden costs.
4. Find out any child labor practices or natural resources that were sacrificed in the
process of producing products and services.
5. Recycle grey-water.
6. Collect and use rainwater.
7. Create an organic vegetable garden.
8. Compost organic waste and use the compost in the garden.
9. Create a garden to support local wildlife.
10. Create a roof garden as a natural air-conditioning alternative to increase garden space.
11. Buy organic and local products as much as possible.
12. Support local businesses and organizations that care for our planet.

Integrating Ecological Literacy into the Curriculum

The Center of Ecoliteracy (2015) promotes a variety of teaching strategies based on
practices that are developmentally appropriate to students’ level and are brain-based to foster
knowledge, skills and values essential to sustainable living (Sly, 2015).
Students learn best when teaching strategies are varies that include hands-on activities, time
for reflection, thoughtful discussion and combined indoor and outdoor environments, including
interdisciplinary projects (Sly, 2015). To wit:
1. Place-based Learning. It is an experiential learning that engages students in their own
environments and a strategy that captures their imagination and advances environmental
stewardship and civic engagement. Activities include mapping the local environment to
learn key ecological and cultural principles, studying the interplay between local society
and the environment, supporting habitat restoration projects, and working with local
citizens to improve the quality of life in their communities. Learning takes students out of
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the classroom and into the community and natural environment. It adheres to the following
principles:
1.1. Place-based projects are integrated back into classroom lessons.
1.2. Students want to learn in order to apply their knowledge to solving real problems.
1.3. Students play an active role in redefining and recreating projects.
1.4. Students collaborate with local citizens, organizations, agencies, businesses and
government.
1.5. Students help make plans that shape the future of their social, physical and
economic environments.
1.6. Students are encouraged to view their community as an ecosystem and to
understand the relationships and processes necessary to support healthy-living.
Research reveals that the benefits of place-based learning, such as: (1) higher test scores;
(2) better grade-point averages; (3) improved classroom behavior; (4) increased self-
esteem and problem-solving abilities; and (5) higher-level thinking skills (Sly, 2015).

2. Project-based Learning. It is a strategy that involves students in projects that use a

variety of resources, including the community, technology, outside experts, written
resources, and the Web, while the teacher usually serves as facilitator of learning.
Using this strategy, research shows its impact on learners, such as: (increased critical
thinking skills of students; (2) fostered positive attitudes toward subjects and exemplary
performance with conceptual questions and applied problems; and (3) improved positive
study and work habits, problem-solving capabilities and self-esteem.
Likewise, project-based learning bear environmental impact, such as habitat restoration,
modeling and evolution of agriculture, and changing food in schools.

3. Socratic Inquiry. This is named after the Greek philosopher Socrates, who believed that
questions (not answers) stimulate learning. Therefore, rather than teaching facts and
information, teachers encourage students to ask questions about their assumptions,
values, and preconceptions. Therefore, the role of the teacher shifts from direct instruction
to facilitating discussion.
Through skilled questioning, the teacher asks students to clarify their statements, identify
weaknesses in their arguments and provide evidence for their reasoning.
In return, this strategy impacts student learning as evidenced by the following outcomes.
(1) Students reveal their beliefs, misconceptions and values and eventually, clarify their
thoughts related to the topic being discussed. (2) Students become more adept in critical
thinking. (3) Students improve their listening skills and learn to better articulate their
thoughts and ideas and become more tolerant of diverse opinions.

4. Experiential Learning. It promotes students’ involvement in the real world and defines
the teacher’s role as a facilitator of learning. The process of learning leads to behavioral
outcomes. It is based on the premise that learning is an active and a continuous process,
with experience at its foundation
It goes along with principles of learning associated with environmental literacy.
4.1. Experiential learning is vital to schooling for sustainability.
4.2. Only through direct contact with the natural world will students develop an in-depth
understanding of fundamental ecological principles.
4.3. By working with others to solve real-world problems, they also develop skill at the
heart of sustainable living.
4.4. When students participate in experiential learning, they frequently follow the
learning cycle.
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4.5. This is a process that starts with unstructured exploration, followed by concept
formation and application.

5. Interdisciplinary Learning. It emphasizes connections between traditionally discrete

disciplines, such as math, science, history, and language arts, rather than limiting learning
to one content area at a time. The following are advantages of interdisciplinary learning:
5.1. When teaching and learning are organized around themes, problems, or issues,
students seek knowledge and skills from a variety of disciplines to provide an
expanded and more complex understanding of the topics.
5.2. When done well, interdisciplinary approach eliminates fragmentation and learning
of isolated skills.
5.3. It allows students to access a particular theme from different entry points as they
work with a range of sources of information and perspectives.
5.4. It also allows teachers to better differentiate instruction and create more interesting
and rich methods of assessment.
5.5. It increases students’ motivation for learning, as well as their level of active
engagement.
5.6. Students recognize the value of their learning and become more involved in it.
5.7. Students learn more when they apply a variety of skills to what they are studying
and when they interact with their classmates, teachers, and members of the
community.
5.8. Interdisciplinary teaching and learning adhere to the principles that help define
sustainable living.
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Assessment

RESEARCH ANALYSIS AND IMPLICATION

Direction: Analyze the following research abstract and cite its implication to teaching-
learning. You may download the full paper of the research on the website given below.

Increasing ecoliteracy and student creativity in waste utilization by using models in

project-based learning (PBL) in social studies learning
Putri, Japar and Bagaskorowati (2019)

Abstract
This study aims to determine the increase in ecoliteracy and creativity in waste utilization by
using a project-based-learning (PBL) model in social studies learning. This research is a
classroom action research (Action Research). The design of the action model used is the
Kemmis and Mc model. Taggart. This research was conducted in the fifth grade (V) of
Primary Schools. Data collection techniques used in the study were observation sheet,
interview, documentation, and field notes instruments. The results of this study showed that
there was an increase in ecolithicacy ability. Based on the results of the pretest conducted
on December 17, 2018, it can be seen that students in Telajung 02 Public Elementary School
have not had the ability of Ecoliteracy and students' creativity in utilizing waste. Of the 32
students, the highest score that can be obtained is only 40 from a maximum score of 100.
While the lowest value obtained is 20 from a maximum score of 100. In the first cycle, around
63% of students classified as having high ecoliteration ability, 9% classified as having the
low ecoliteration ability and 28% classified as having the very low ecoliteration ability. In
cycle II, there was an increase, around 90% of students classified as having high
ecoliteration ability, 6% classified as having the low ecoliteration ability and 4% classified as
having low ecoliteration ability. The average value of ecoliteration ability in the first cycle was
87.6 and the second cycle increased to 78.2. In addition, students become more active in
the learning process and more courageous in expressing their opinions. This shows that the
ecoliteracy and creativity of students can be improved through the project-based-learning
model.
(Source: Putri, Sekarsari & Japar, Muhammad & Bagaskorowati, Riana. (2019). Increasing ecoliteracy and student creativity in
waste utilization by using models in project-based learning social studies learning. International Journal of Evaluation and Research
in Education (IJERE). 8. 255. 10.11591/ijere.v8i2.18901)

Analysis: how can you interpret the findings of the study with regards to students’ ecoliteracy and
creativity in waste utilization using project-based learning (PBL)?
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Implication: How can PBL improve the ecoliteracy and creativity of students based on this
research?
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