Daphne Goldman

Environmental literacy of pre‐service teachers in Israel: a comparison between students at the onset and end of their studies

The adequate preparation of teacher education students in environmental education is a prerequisite for their future ability to design and implement effective environmental education. This longitudinal study compared the environmental literacy of 214 students at the onset and towards the end of their studies, in three academic colleges of education in Israel. A questionnaire and a paired pre‐test–post‐test design were used to explore environmental literacy variables and their perceptions regarding the contribution of their college studies to their environmental literacy and worldviews. Students towards the end of their studies reported increased involvement in most of the study’s environmental behaviour categories as compared to the beginning. Despite this, the pattern characterizing their environmental behaviour did not change: a negative relationship was found between the frequency at which they engaged in different behaviour categories and the environmental‐commitment‐level of the corresponding category. Overall, while their environmental attitudes were positive, both as beginning and advanced students, their level of environmental knowledge remained low. Advanced students noted the limited contribution of their studies to the development of their environmental literacy and worldviews. In spite of the improvement in students’ environmental literacy over the course of their studies, the levels of their environmental literacy towards the end of studies are still inadequate for educators. The findings from this study are of relevance to decision makers bringing environmental education into the policy of teacher education institutions, and for program developers, on effective directions for integrating environmental education given the structures and frameworks of current programs.

How do preservice teachers perceive ‘environment’ and its relevance to their area of teaching?

The environment is not only an ecological entity distinct from people but a cultural, social, and political construct. Understanding how learners conceptualize ‘environment’ may contribute to more effective environmental education (EE). This study investigated, in a paired pre–post design, 215 students’ understandings of ‘environment’ and perceptions of its relevance to their teaching area, at the onset and toward the end of their studies in teacher-education colleges in Israel. While student teachers, regardless of their major, acknowledged the importance of EE to their future function as teachers, they do not demonstrate an adequate understanding of the concept environment: humans are not viewed as part of the environment nor is the environment understood as a complex web of interactions among people, man-made systems and natural ecosystems. The fact that toward the end of studies, student teachers’ understandings of environment remained essentially basic indicates the necessity to reorient teacher-education programs toward EE. The various ways in which students perceived the relevance of environment to their teaching area are the starting points for this change.

The interference of polychlorinated biphenyls (Aroclor 1254) with membrane regulation of the activities of cytochromes P-450C21 and P-45017α,lyase in guinea-pig adrenal microsomes

Regulation of cytochromes P-450 21-hydroxylase (P-450C21) and P-450 17 alpha-hydroxylase/C17,20-lyase (P-450(17) alpha,lyase) activities and impairment of this regulation by Aroclor 1254 was studied in guinea-pig adrenal microsomes. In a membrane depleted system, a decrease in the normally predominant, P-450C21 activity and an increase in P-450(17) alpha,lyase activities was observed. The same deviations were observed in intact microsomes with increase in the reaction temperature (0-40 degrees C). Breaks in Arrhenius plots for activities of P-450C21 and P-450(17) alpha,lyase correlate with transition temperatures reported for the microsomal membrane. These results point to: (1) preference of a gel state membrane for catalytic expression of P-450C21 suggesting a clustered organization of this P-450 species with reductase; (2) preference of a fluid membrane for lyase activity suggesting a random collision mechanism for reduction of P-450(17) alpha,lyase. Aroclor 1254 introduced to reaction mixtures containing intact microsomes elicited basically the same changes as caused by depletion of the microsomal membrane or by increase in the incubation temperature. Lack of effect of Aroclor 1254 on P-450C21 and P-450(17) alpha,lyase activities in the membrane depleted system demonstrates that its interference with monooxygenase activities is mediated by the microsomal membrane. The similarities between altered cytochrome P-450 mediated activities in the presence of Aroclor 1254 and the deviations observed in the membrane depleted system or upon increase in the incubation temperature may suggest that this chemical exerts its impacts by influencing membrane fluidity.

Cytochrome P-450 mediated metabolism of progesterone by adrenal microsomes of PCB-treated and untreated barn owl (Tyto alba) and marsh turtle (Mauremys caspica) in comparison with the guinea-pig.

1. Significant differences between species were observed in the profile of steroids produced from progesterone by adrenal microsomes as well as in the effects elicited by Aroclor 1254 on cytochrome P-450-mediated activities. 2. In the guinea-pig, the major metabolites were products of the corticosteroid pathway but products of the androgenic pathway were also detected; in the barn owl products of both pathways were also formed while in the marsh turtle only products of the corticosteroid pathway were detected. 3. The effect of Aroclor 1254 on P-450C21 activity in the turtle and barn owl was inductive in contrast to the inhibitory effect observed in the guinea-pig.

Environmental literacy of youth movement members – is environmentalism a component of their social activism?

Youth-movements in Israel are non-formal organizations that educate for social and political involvement and provide a broad platform for youth involvement in the community. This study explored the question: does the social activism of adolescents who both elect for membership in youth movements and a leadership role of instructing younger members also reflect itself in environmentalism? In a survey of 1496 young instructors drawn from 15 official youth movements, findings on environmental literacy variables show youth are only generally knowledgeable about environmental problems; express ‘technical-optimism’ which leads them to limited concern for the environment; show limited recognition of the importance of environmental education, and show limited acknowledgment of the necessity for changes in personal consumerism. Findings also show that environmental issues are not on their mind since they are not a conversation topic with peers or family. Nonetheless, these youth also demonstrate strong self-efficacy to effect change; view themselves as role models for younger members; and express willingness to include environmentally-supportive activities within regular youth movement activities. Their valuing of nature also provides a foundation for building other environmental values. Further analysis shows how these findings can contribute theoretical and practical tools for incorporating sustainability within the youth movement framework, and help realize their potential for promoting sustainability in society.

‘Human nature’: Chemical engineering students’ ideas about human relationships with the natural world

While importance of environmental ethics, as a component of sustainable development, in preparing engineers is widely acknowledged, little research has addressed chemical engineers’ environmental concerns. This study aimed to address this void by exploring chemical engineering students’ values regarding human–nature relationships. The study was conducted with 247 3rd–4th year chemical engineering students in Israeli Universities. It employed the New Ecological Paradigm (NEP)-questionnaire to which students added written explanations. Quantitative analysis of NEP-scale results shows that the students demonstrated moderately ecocentric orientation. Explanations to the NEP-items reveal diverse, ambivalent ideas regarding the notions embodied in the NEP, strong scientific orientation and reliance on technology for addressing environmental challenges. Endorsing sustainability implies that todays engineers be equipped with an ecological perspective. The capacity of Higher Education to enable engineers to develop dispositions about human–nature interrelationships requires adaptation of curricula towards multidisciplinary, integrative learning addressing social–political–economic–ethical perspectives, and implementing critical-thinking within the socio-scientific issues pedagogical approach.

Characterizing the motives and environmental literacy of undergraduate and graduate students who elect environmental programs – a comparison between teaching-oriented and other students

Abstract One aspect of the increasing position of sustainability in higher education is establishment of distinct interdisciplinary environment-oriented programs. The point-of-departure of this study is differentiation between teaching- and non-teaching-oriented students, in view of their different respective professional roles in society. The motives and environmental literacy (EL) of incoming students were investigated in three types of sustainability programs in Israel: undergraduate teacher-training, graduate teacher-education and graduate non-teacher programs. For all students acquiring knowledge was the major motive for studies. Undergraduate student-teachers demonstrated the least developed EL, although it is slightly higher than that found for incoming student-teachers a decade ago. Graduate teacher-students displayed strong identity as educational agents-of-change and role-models; however, their limited environmental-knowledge raises questions concerning providing knowledge foundations in undergraduate teacher-training programs, indicating the necessity to supplement this in graduate teacher-programs. Graduate non-teacher students perceive their continuing sustainability-oriented studies as a means for developing an environmental career and enter these programs relatively environmentally-literate. The implications focus on necessary components and characteristics of sustainability-programs directed to teaching- and non-teaching-oriented students. These include the necessity to strengthen the environmental-knowledge component in programs directed to teachers; and embed opportunities for professional internships within graduate programs for non-teachers seeking environmental careers.