Table 1.
Conceptual framework for Ecoliteracy.
| Representative | Connotation |
|---|---|
| David W. Orr (1992) | Ecoliteracy: education and the transition to a post modern world: Ecoliteracy includes the basic competences of reading and learning, knowledge use, and systems thinking, and combines ‘natural landscapes’ and ‘mental landscapes’. |
| Capra (1997) | The web of life : a new scientific understanding of living systems: Ecoliteracy is a necessary quality for members of society, and is important for the sustainable development of society and the construction of life networks; people with ecoliteracy need to have a wealth of knowledge and a caring attitude towards the environment, as well as the ability to take action in practice. |
| Stable(1998) | There are three levels of ecoliteracy: functional ecoliteracy (the ability to understand ecological regions, ecological ‘facts’ and landscapes), cultural ecoliteracy (the ability to understand the cultural significance of nature’s imagery and to capture human dimensions and roles in landscapes), and critical ecoliteracy (the ability to actively explore the significance of the environment for oneself and others and to develop an understanding of how to improve the environment through action). Critical ecoliteracy (actively exploring the meaning of the environment for oneself and others and developing an understanding of how to improve understanding of the environment through action). |
| Rosalyn (1999) | Ecoliteracy means that the subject has knowledge of ecosystems, understands the interplay between human beings and nature, is able to practice eco-friendly behaviors and has the ability to analyse and solve problems. |
| Bruyere (2008) | Ecoliteracy consists of three components: ecological knowledge, attitudes and behaviors |
| China Project Team (2010) | Research on the Indicator System for Assessing the Environmental Quality of the Chinese Public: Ecoliteracy include: environmental knowledge, environmental values, environmental attitudes and environmental behaviors. |
| Davidson (2011) | There are three main levels of ecoliteracy: environmental attitudes, environmental values, and understanding of environmental issues. |
| McBride (2013) | Ecoliteracy includes six sections on life cycles and biological networks, ecosystem services, negative human impacts on ecosystems, critical thinking and application, the nature of ecological sciences and bio-geography, with a strong emphasis on ecological knowledge, and interactions between humans and ecosystems. |