Abstract
Research and literature support the notion that environmental literacy requires a depth of knowledge and skills that go beyond simply being aware of or knowledgeable about the environment and environmental issues. Environmental literacy requires the learning of a skill set that builds a sense of empowerment and the attitudes that enable a person to adopt pro-environmental behaviors and to be able to take action by participating in the decision-making process on behalf of the environment. Two frameworks of instruction that have been recommended to develop the environmental literacy of students are Awareness to Action (A to A) continuum strategies and Place-based Education (PBE) models. The purpose of this qualitative study was to examine the environmental education (EE) programs of three exemplary outdoor EE sites to determine to what extent each program incorporates the two frameworks in their EE programs. Three forms of data were collected from each EE site, including interviews with instructors, observations of program delivery, and an analysis of the written curriculum. These data were then coded for the inclusion of both A to A continuum strategies and PBE models. The major findings of the study indicated a high concentration of the written curricula focused on the lower end of the A to A continuum, at primarily the awareness and knowledge levels. The findings showed a moderately-high rate of inclusion of PBE models which helps to build a sense of place and connect students to their local environment. The moderate inclusion of the higher levels of the A to A continuum occurred as a result of the skill and talent of the EE instructors at each site. The significance of this study is that it identifies an area of opportunity through which EE programs and curricula could be mindfully-designed to more fully develop the environmental literacy of students through learning the skills necessary for adopting pro-environmental behaviors.