DEVELOPING NATURE LITERACY AND BUILDING VALUES OF ENVIRONMENTAL

LITERACY THROUGH ETHICAL DILEMMA STORY STRATEGY

JEA ROSE D. ALBA

SHELJEN DANGAN

FEBRUARY, 2024
 CHAPTER I

INTRODUCTION

Background of the Study

The recent situation of environmental education in the Philippines has gained more

prominence and importance in recent years. The government and various organizations have

recognized the need to educate the population about environmental issues and promote

sustainable practices. In 2004, the government passed the Philippine Environmental Education

Plan (PEEP), which aims to integrate environmental education into formal and non-formal

education systems. This has led to the inclusion of environmental topics in the curriculum of

schools and universities across the country. There has also in the environmental awareness

campaigns and initiatives, both by the government and non-government organizations and these

efforts includes: seminars, workshops, and community-based projects. These initiatives has one

goal - to educate individuals about the importance of conservation of natural resources and

sustainable living.

Since the dawn of new environmentalism, the Philippines been actively involved in many

global environmental initiatives. The country has ratified international agreements such as the

Paris Agreement and the Convention on Biological Diversity, which further emphasized the need

for environmental education and action. However, despite these efforts, there are still gaps

challenges that need to be addressed.

The implementation of environmental education program is not yet consistent across all

schools and regions. There is also need to further develop teaching materials and resources that

are aligned with the local context and culture. In addition, there is a need for continuous
monitoring and evaluation of environmental education programs to ensure their effectiveness.

This includes assessing whether students are able to apply their knowledge and contribute to

sustainable practices in their daily lives.

Even though recent situation of environmental education in the country showed progress

and increased awareness, however, there is still work to be done to ensure that environmental

education becomes more widespread and effective in both school and community.

This investigation - a study on developing nature literacy through ethical dilemma stories

is groundbreaking because it addresses critical aspects of environmental education. Ethical

dilemma stories engage individuals in thoughtful reflection about the ethical implications of their

choices, encouraging responsible decision-making regarding the environment achieving nature

literacy enhances our understanding of the natural world, fostering a deeper connection and

appreciation for it. Together, these elements equip individuals with the knowledge, values, and

ethical framework needed to make informed, sustainable choices and actively participate in

environmental conservation efforts. This study will determine if this strategy will be able to

contribute in creating a more environmentally conscious and responsible society, which is

essential in the face of pressing global environmental issues.

Statement of the Problem

The aim of this study is to determine the effect of using the values education strategy of

ethical dilemma story with science instruction on student’s nature literacy and values and

environmental responsibility.

Specifically, this study sought to answer the following questions:

1. What is the level of nature literacy of the Grade students in their Pretest and Posttest?
 2. Is there a significant difference between the levels of nature literacy of the students’

pretest and posttest scores?

3. What is the level of the values acquired by the students on environmental

responsibility before and after the intervention?

4. If there is significant difference in the values developed by the students on

environmental responsibility before and after the intervention?

5. Is there a significant relationship between the students’ level of nature literacy and the

values developed?

Null Hypothesis

1. There is no significant difference between the students’ nature literacy, pretest and posttest

scores.

2. There is no significant relationship between the students’ level of nature literacy and the

values developed.

Assumption of the Study

In this investigation, the researchers will try to determine how students develop the value

of environmental responsibility through nature literacy and resolving ethical dilemmas about

environmental problems, the study assumes that students' development of the value of

environmental responsibility is influenced by their engagement with science literacy and the

resolution of ethical dilemmas pertaining to environmental problems. It assumes that science

literacy, encompassing knowledge and understanding of scientific concepts related to the

environment, plays a significant role in shaping students' attitudes, behaviors, and decision-

making concerning environmental issues. Furthermore, the study assumes that ethical
considerations hold importance in fostering environmental responsibility, as students' ability to

recognize, analyze, and resolve ethical dilemmas can enhance their moral reasoning and

commitment to environmental conservation. It assumes that students' cognitive development,

including critical thinking skills, moral judgment, and problem-solving abilities, is a contributing

factor in their progression towards environmental responsibility. Additionally, the study assumes

that educational interventions, such as science education, ethics education, and environmental

education, play a vital role in students' growth by providing relevant knowledge and

opportunities for ethical reflection. Lastly, the study assumes that the findings from the sample of

students can be generalized to a broader student population, allowing for broader conclusions

and recommendations about the relationship between science literacy, ethical dilemma

resolution, and the development of environmental responsibility.

Epistemology and Theoretical Framework

Developing values on environmental responsibility through ethical dilemma storytelling

and nature literacy involves engaging students in meaningful experiences that evoke reflection

and empathy towards nature and the environment. Thus, this study is anchored to Constructivism

and Interpretivism.

Constructivism

According to constructivism, knowledge is actively constructed by individuals through

their experiences, interactions, and interpretations of the world around them. In the context of

environmental responsibility, constructivism suggests that individuals’ understanding of ethical

dilemmas and the importance of science literacy in addressing environmental issues is shaped by

their personal experiences and interactions with the environment.

 Using ethical dilemma storytelling as a pedagogical tool aligns with constructivist

principles by engaging learners in active participation and critical thinking. By presenting ethical

dilemmas related to environmental responsibility, individuals are encouraged to reflect on their

values, beliefs, and decision-making processes. Through the exploration of different perspectives

and potential consequences, learners can construct their own understanding of the ethical

implications of environmental actions and develop a sense of responsibility towards the

environment.

Nature Literacy plays a crucial role in the constructivist approach to environmental

responsibility. Constructivism emphasizes the importance of learners actively constructing their

knowledge and understanding of scientific concepts. By promoting nature literacy, individuals

can engage with scientific information, critically evaluate evidence, and informed decisions

regarding environmental issues. This process involves connecting scientific knowledge with

personal experiences and cultural contexts, enabling learners to develop a more comprehensive

and meaningful understanding of environmental responsibility.

Applying a constructivist epistemology to the study of developing values on

environmental responsibility through ethical dilemma storytelling and nature literacy provides a

framework that emphasizes active learning, critical thinking, and the construction of knowledge.

By engaging learners in ethical dilemmas and promoting nature literacy, individuals are

empowered to develop a deeper understanding of environmental responsibility and make

informed decisions that contribute to sustainable practices and the preservation of the

environment.
Interpretivism

Interpretivism involves researchers to interpret the information gathered from the

informants. Interpretivism integrates human interest into a study. Accordingly, interpretive

research assumes that the access to reality (given or socially constructed) is on through social

constructions such as language, consciousness, shared meaning and instruments.

According to interpretivist approach, it is important for the researchers as a social actor to

appreciate the difference between people. Moreover, the Interpretivism usually focuses on the

meaning and may employ multiple methods in order to reflect different aspects of the issue on

the critique on positivism in social sciences (Vistal, 2010).

Interpretivism is an approach to research and understanding that emphasizes the

subjective interpretation of human experiences and social phenomena. When applied to

developing values on environmental responsibility among students, Interpretivism can be a

valuable framework. Ethical dilemma storytelling can be an effective tool for engaging students

in critical thinking and moral reasoning. By presenting students with realistic scenarios that

involve environmental issues, they are encouraged to consider different perspectives, evaluate

the consequences of different actions, and make ethical judgments. Interpretivism recognizes that

individuals construct their own understanding of moral values based on their unique experiences

and interpretations of the world. Ethical dilemma storytelling allows students to explore and

interpret these values in the context of environmental responsibility. Nature literacy, on the other

hand, refers to the knowledge, understanding, and appreciation of the natural world. It includes

ecological concepts, environmental processes, biodiversity, and the interconnections between

humans and nature. Interpretivism recognizes that individuals construct their own meanings and

interpretations of nature based on their personal experiences, cultural backgrounds, and

interactions with the environment. By promoting nature literacy, students can develop a deeper

connection with nature and an enhanced sense of responsibility towards the environment. When

combined, ethical dilemma storytelling and nature literacy can be powerful tools for developing

values on environmental responsibility. Through storytelling, students are encouraged to

critically analyze and interpret ethical issues related to the environment, fostering a deeper

understanding of the complexities involved. Simultaneously, nature literacy equips students with

the knowledge and appreciation of the natural world, enabling them to make informed decisions

and take responsible actions. Interpretivism acknowledges that values are socially constructed

and context-dependent. By engaging students in storytelling and nature literacy activities,

educators can facilitate meaningful discussions that allow students to explore different

perspectives, challenge assumptions, and develop their own values in relation to environmental

responsibility. This approach recognizes that there may not be a single "correct" set of values,

but rather values that are shaped through dialogue, reflection, and interpretation.

Overall, interpretivism can provide a valuable framework for promoting values on

environmental responsibility among students. By encouraging critical thinking, moral reasoning,

and an understanding of nature, students can develop their own personal values that guide their

actions towards a more environmentally responsible future.

Hedgel’s Theory of Responsibility, 2015

 Hedgel's Theory of Responsibility serves as a comprehensive theoretical framework for

understanding the concept of responsibility. This theory postulates that responsibility is a

multidimensional construct comprising three key dimensions: attribution, agency, and

accountability.

The agency dimension delves into the capacity and autonomy of responsible actors to

exercise control and make decisions. It recognizes that responsibility entails the ability to act

intentionally, with awareness of the consequences of one's actions. Hedgel emphasizes that

responsible agents possess a sense of moral agency and actively engage in ethical decision-

making processes.

The accountability dimension addresses the mechanisms and processes through which

responsible actors are held answerable for their actions or inactions. It encompasses various

forms of accountability, including legal, social, and moral dimensions. Hedgel highlights the

importance of transparent and fair systems of accountability that promote trust, justice, and

social cohesion.

Overall, Hedgel's Theory of Responsibility provides a theoretical foundation for

analyzing and understanding the complexities of responsibility in different domains of human

behavior and societal contexts. It offers a framework that incorporates attribution, agency, and

accountability as integral components for a holistic understanding of responsibility.

Moral Theory, Mark Timmons, 2012

Mark Timmons' Moral Theory, published in 2012, offers a theoretical framework for

analyzing and evaluating moral principles and ethical decision-making. This comprehensive
framework encompasses three essential components: normative ethics, Meta ethics, and applied

ethics.

Normative ethics, the first component, focuses on identifying and evaluating moral

principles and theories that guide human conduct. It explores questions such as "What is morally

right or wrong?" and "What ought we to do?" Timmons examines major normative theories,

including consequentialism, deontology, and virtue ethics, highlighting their respective strengths

and weaknesses.

The second component, Meta ethics, delves into the nature and foundations of moral

judgments and ethical claims. Timmons explores issues such as moral realism versus moral anti-

realism, ethical naturalism versus non-naturalism, and the role of reason and intuition in moral

reasoning. This component aims to provide a meta-level understanding of moral discourse and

the grounds for ethical claims.

The third component, applied ethics, applies normative and Meta ethical considerations

to real-world moral dilemmas and practical issues. Timmons addresses a wide range of applied

ethical topics, such as bioethics, environmental ethics, and social justice. By integrating

normative and Meta ethical insights, he offers a framework for analyzing and resolving ethical

conflicts in specific contexts.

By combining these three components, Timmons' Moral Theory provides a

comprehensive framework for understanding and evaluating morality. It allows for a systematic

examination of moral principles, the nature of moral judgments, and the practical application of

ethics to complex real-world situations. This theoretical framework enables individuals to engage

in critical moral reflection and make informed ethical choices.

Bronfenbrenner’s Ecological Systems Theory by Olivia Guy Evans, 2023
Bronfenbrenner's Ecological Systems Theory, proposed by Urie Bronfenbrenner, serves

as a comprehensive theoretical framework for understanding human development and behavior.

This theory emphasizes the dynamic interactions between individuals and their environment,

recognizing that development occurs within a series of nested systems. These systems, arranged

hierarchically, include the microsystem, mesosystem, exosystem, macrosystem, and

chronosystem.

The microsystem represents the immediate and direct environments in which an

individual actively participates, such as family, school, and peer groups. It highlights the

reciprocal influences between the person and these immediate contexts. The mesosystem focuses

on the connections and interactions between the various microsystems in an individual's life,

highlighting how experiences in one microsystem can influence or be influenced by experiences

in another.

The exosystem includes settings that indirectly affect individuals, such as a parent's

workplace or community institutions. Although individuals may not directly participate in these

settings, they can still experience their effects. The macrosystem encompasses the broader

cultural, social, and ideological context in which the other systems are embedded. It includes

cultural values, societal norms, and political ideologies that shape the experiences and

opportunities available to individuals.

 Finally, the chronosystem recognizes that development occurs over time and is

influenced by historical events, societal changes, and individual transitions. It emphasizes the

importance of considering the temporal dimension and the impact of timing and historical

context on human development. Overall, Bronfenbrenner's Ecological Systems Theory provides

a comprehensive framework for understanding the complex interactions between individuals and

their environments. It highlights the importance of considering multiple levels of influence, the

interplay between systems, and the role of time in shaping human development.

Conceptual Framework

The figure shows the relationship of the different variables of the study. The independent

variable is the method used to develop values on environmental responsibility, which includes

ethical dilemma storytelling and nature literacy. These independent variables are the factors or

conditions that researchers are trying to manipulate or control in an experiment to observe their

effect on the dependent variable. The dependent variable in this study would be the values on

environmental responsibility. It is the variable that is being measured or observed to determine

the impact of the independent variable. In this case, the researchers used the CIPP model,

wherein it ensures a systematic and comprehensive approach to studying and developing

initiatives for environmental responsibility and nature literacy through ethical dilemma stories.

Context: In this phase, researchers would assess the existing environmental education programs,

policies, and practices in the study area. This involves understanding the current state of

environmental education, identifying any gaps and challenges, and examining the broader

environmental and societal context in which the study will be conducted. It helps establish the

need and relevance of integrating ethical dilemma stories and nature literacy into the existing

educational framework. Input: it involves planning and designing the intervention strategies.
Researchers would identify appropriate nature literacy materials, curriculum components, and

teaching methods, and will ensure that the input aligns with the desired learning outcomes and

ethical principles. Process: this phase focuses on the implementation of the educational

strategies. Researchers will investigate ethical dilemma stories and nature literacy into the

curriculum. Product Evaluation: It assesses the outcomes of the environmental education

program. Researchers will examine whether the students’ environmental responsibility has

increased, whether they have developed a deeper affiliation nature literacy, and whether they are

making more informed and ethical choices related to the environment. This phase involves

measuring the impact of the intervention on the desired learning objectives and environmental
Input Process Output
outcomes.
Dilemma Science Nature Literacy
Stories
CIPP Model by Stufflebeam: Instruction and
Environmental
responsibility

Context: Environment Ethics/ Values

 Significance of the Study

This study can be beneficial to the following:

School. The result of this study may aid the school in its advocacy of continuously

improving the school conditions as well as the literacy of the students in terms of Science.

Furthermore, knowledge and practices will help maintain a better school community.

School Administrator. School administrator act as change agents. They play a key role

in shaping the educational environment and policies within schools. By engaging them in the

research, it facilitates the implementation of ethical dilemma storytelling and nature literacy

programs at the institutional level. Their support and leadership can lead to long-term integration

of environmental responsibility values into school practices and policies.

Teachers. Teachers are influential figures in students’ lives and serve as facilitators of

learning. By involving teachers in the research, it acknowledges their vital role in instilling

values of environmental responsibility. Teachers can integrate ethical dilemma storytelling and

nature literacy into their curriculum, creating a rich and immersive learning experience for

students.

Parents. Parents stand as primary influencers, they play a crucial role in shaping the

values and responsibility of their children. By engaging parents in the research, it creates an

opportunity to promote environmental responsibility within the family unit. Parents can reinforce

the messages learned through ethical dilemma storytelling and nature literacy, fostering a

consistent and holistic approach to environmental education.

Students. The result of this study will give an idea to students on how to better improve

their environmental awareness and the importance of them being environmentally responsible
which could have a great good impact to the mother Earth. Furthermore, it serves an opportunity

to the respondents to express their innermost thoughts, insights, and feelings.

Environmental Advocates. The result of this study can be utilized by environmental

advocates to design more impactful educational programs, campaigns, and initiatives.

Future Researchers. The result of this study will be used in their future search for

information of the studies undertaken along this time.

Definition of Terms

For better understanding of the study the following terms were defined as to how they

were used in the study.

Environmental literacy development. Environmental Literacy is having the knowledge,

skill and disposition to solve problems and resolve issues individually and collectively that

sustain ecological and social stability. (Virginia Department of Education, 2022).

In this study, it refers to the development and environmental improvement of the school

community and outcome practices of the students towards environment as an application of

science concept.

Environmental Responsibility. Environmental Responsibility is the duty of businesses to

prevent and alleviate the environmental damage that may be caused by their commercial

activities. A growing number of institutional investors evaluate to company’s environmental

responsibility efforts before eventually investing. (Simon, 2023).

In this study, it refers to the moral obligations of the students towards the environment.
 Ethical dilemmas. Ethical Dilemma are situations in which there is a different choice to

be made between two or more options, neither of which resolves the situation in a manner that is

consistent with accepted ethical guidelines. When faced with an ethical dilemma, a person is

faced with having to select on option that doesn’t align with an established code of ethics or

social norms, as code of law and religious teaching or with internal moral perception of right and

wrong. Mary Gordmandy White, 2022).

In this study, it refers to the challenging situations where students face conflicting moral

principles or choices, often involving difficult situations between right or wrong.

Practices. Practices refers to perform or work at repeatedly so as to become proficient.

Practice the act, to train by repeated exercises. (Merriam Webster, 2018).

In this study, it refers to the regular activity of students in school community towards

environmental responsibility development. This included the positive practices and negative

practices towards the environment.

Nature Literacy. Nature literacy is an individual’s understanding of scientific concepts,

phenomena and processes, and their ability to apply their knowledge to new and, at times, non-

scientific situations. (PISA, 2018).

In this study, it refers to the understanding and knowledge individuals have about the

natural world.

School Community. When used by educators, the term school community typically

refers to the various individual’s groups, businesses, and institution that are invested in the

welfare and vitality of a public school and its community, the neighborhoods and municipalities

served by the school. (Glossary of Education Reform, 2019).

 In this study, it refers to Jose Diva Avelino Jr. National High School at Hipona

Pontevedra Capiz.

School Knowledge. School Knowledge is the formal kind of knowledge acquired by

learners under the auspices of the school, supervised by the teacher and the children’s

experiential knowledge comes from the experience gained by them and it is more informal in

kind. (Hairstyles, 2022).

In this study, it refers to the prior knowledge of the students regarding school practices

towards environmental development of school community in relation to science.

Value based Environmental Education- Value based environmental education make

one conscious about the need to understand the consequences of human actions. Truth, righteous,

conduct, peace, love and non-violence are the basic values that should be. Incorporated in

environmental education programme. (www.worlwidejournals)

In this study, it refers to an approach that seeks to cultivate environmental responsibility

by integrating values, ethical dilemmas, and science literacy into educational programs. It

empowers learner to take action and integrate environmental responsibility into their everyday

lives.
 CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter presents the related literature and related studies essential to the research

problem being investigated.

Conceptual Literature

Environmental Literacy 0f K-10 Completers

“Environmental Literacy of K-10 Completers” by Nunez, M. B., & Clores, M. A. (2017)

this journal article aimed to investigate the environmental literacy, it was used to clarify the

underlying dimensionality of environmental literacy of the students. The results of this study

showed that the student completers of K-10 grade levels have moderate level of environmental

literacy and environmental knowledge and behavior and high level of environmental attitude and

sensitivity. Students who are more knowledgeable about the environment have strong sensitivity

and attitudes but do not necessarily have strong pro-environmental behaviors.

Thus, although students may have pro-environment knowledge, this knowledge is not

necessarily translated into positive behaviors towards the environment. Environmental literacy of

the students has three broad dimensions of blended environmental attitude and sensitivity, pro-

environmental behaviors and environmental knowledge. The results imply that the science

curriculum and instruction in these grade levels did not fail in their instruction but much is still to

be done to achieve the highest degree of environmental knowledge, pro-environmental

behaviors, positive environmental attitudes and environmental sensitivity. Chen, C. W., Chen,

C., & Shieh, C. J. (2020). A study on correlations between computer-aided instructions

integrated environmental education and students' learning outcome and environmental literacy.

Environmental actions without protection desire and skills would be vain. The task of education

is to create such thirst and motive under the encouragement of the community. For this reason, it

is expected to open students' future green new horizons of environmental awareness with

teaching methods and research tools which could enhance students' environmental literacy, when

largely promoting the low-carbon and energy-saving sustainable life.

In this case, it is necessary to deeply understand students' environmental awareness and

teach them with strict curriculum mapping and design to reinforce students' environmental

competence so as to cope with currently extreme climate change. The research results show

positive relations between 1.environmental education and learning outcome, 2.learning outcome

and environmental literacy, and 3.environmental education and environmental literacy.

Suggestions are proposed according to the results, expecting to assist domestic students in

enhancing self-development through the awareness of the responsibility for environmental

issues. Especially, internationally concerned environmental issues would guide the goal of

environmental education to social prospective. Bedural, Z. L., 2018

Association between educational attainment and Filipinos’ values, attitudes and actions

towards the environment. This paper examines the association between the educational

attainment of Filipinos and their values, attitudes and actions towards the environment using the

World Values Survey (WVS) data for the Philippines in 1996, 2001 and 2012. The three

approaches to environment education as discussed in the dissertation paper of Chi (2015) were

used as the theoretical framework for this paper. These approaches are: education about the

environment, education in the environment and education for the environment. Through

appropriate tests of independence, like Chi-square Gamma, and Kruskal-Wallis, data revealed
that Filipinos’ educational attainment significantly influenced their values, attitudes and actions

towards the environment. Specifically, those with higher education expressed more positive

values and attitude towards the environment than those with lower education. The same was

found true in taking actions for the environment.

Sustainability is becoming more important for both students and the employers hiring

them upon graduation. Specifically in programs such as architecture, engineering, and

construction management (CM), the focus on environmental responsibility is increasing faster

due to increased regulations, codes of ethics, and increasing opportunities for practicing green

building knowledge upon graduation. While the efforts both at the curriculum level and at the

whole campus level to promote sustainability have been increasing, it is not yet fully determined

how effective these approaches are in advancing the environmental responsibility of students.

The study presented the results of a survey to measure the environmental responsibility of

subjects from three different groups of students studying CM at two different universities with

different records of sustainability initiatives. The results of the study revealed that CM programs

can significantly strengthen students’ environmental responsibility by adding sustainability

course(s) into higher education curricula. But the study was unable to identify a positive and

linear relationship between a university’s sustainability record and its students’ environmental

responsibility.

The influence of an education program on students’ environmental responsibility in

developing countries:
 This interventional study was to investigate the effect of an education program on

students’ responsibility to the environmental issues in Ilam, Iran. A total of 330 girls’

students (11–15 years old) were selected from 2 secondary schools. The participants were

divided into two equal groups of control and intervention. The educational program for the

intervention group was held in 5 sessions of 30 minutes during 4 consecutive weeks. Three

questionnaires and a checklist were used to monitor the education effectiveness. The results this

study showed that the parent’s education and father’s job were associated with the students’

knowledge. Also, the students’ environmental behavior had a significant inverse relationship

with their school level and family income. The findings of the checklist evaluation indicated that

the students in the intervention group felt more responsible than the control group for saving

water and heating energy and proper waste management (recycling and disposal) of the school’s

environment. Given the effect of the program on the knowledge, attitude and behavior, there is

an urgent need for environmental education in schools. The study suggested that the goals can be

achieved in the form of extracurricular activities, lesson plan, television, Internet and various

virtual media.

The role of affect in science literacy for all, International Journal of Science Education,

Science Literacy for all underlies much of today’s K-12 science education (National

Academies of Scientist. Science Literacy: Concepts, contexts, and consequences. National

Academies Press; Roberts. Scientific literacy/science literacy. In S. K. Abell, & N. G. Lederman

(Eds.) Lawrence Erlbaum). This goal assumes that the citizens of contemporary societies must be

able to appreciate the relevance of and draw upon scientific knowledge and practices in a broad

range of personal and social issues. Many national science education standards, which aim to
promote science literacy for all, focus almost entirely on prescribing the conceptual knowledge

and practices that underlie science literacy, with only little, if any, reference to the affective

characteristics that need to be fostered in parallel to conceptual knowledge and skills. This

position paper highlights why affect is so important for the development of science literacy by

critiquing the arguments that underlie many national standards documents and by considering the

crucial role affect plays in becoming and remaining a lifelong learner of science. David Fortus,

Jing Lin, Knut Neumann & Troy D. Sadler, 2022.

Ilona Kickbusch, 2021, stated that Science Literacy of basic concepts, but just as

important it requires comprehension of the importance of “falsifiability” of scientific theories

and hypotheses, the knowledge that scientific inquiry is value-laden, and an understanding of the

problem-solving nature of scientific inquiry. Science Literacy is important because it provides a

context for addressing societal problems, and because a science-literate populace can better cope

with many of its problems and make intelligent and informed decisions that will affect the

quality of their lives and those of their children. Science -education strategies should focus on the

more general problem of increasing the science literacy of the general public rather than the

recruitment of future scientist.

Addressing complex global issues and challenges – such as alterations in nutrient cycles,

climate change, large-scale drought, widespread erosion, and new disease vectors – require

adaptive changes in our collective behavior and policies. To date, approaches to advancing

science literacy to address such challenges have generally failed to produce sufficient changes in

behavior at the necessary scale. William Spitzer & John Fraser, 2020.
 Related Studies

Dr. N. Sivakumar (2020) conducted a research on values-based environment education

and environmentally friendly living – a multivariate analysis. It analyzes the perceptions of

university students in a values based education system regarding environmentally friendly living.

Using multivariate analysis techniques the paper analyses the results of a survey conducted

among students of Sri Sathya Sai University, a values based educational institution in India. The

study has found that values based education can promote similarity in perceptions

among students and can create a large cluster of likeminded students with environmentally

friendly life styles. The results also show the causal impact of values based education on

environmentally friendly living. The paper also analyses the components of environmentally

friendly living in a values based education system. The paper finally gives the implications of

the study.

This paper has studied perceptions regarding environmentally friendly living in a values

based education system. The various hypotheses made in the study were rejected based on the

statistical tests performed. The paper also identified the components of environmentally friendly

behavior in a values based educational environment. The major inferences from the study are; a

values based education system is effective in inculcating a similarity in perceptions regarding

environmentally friendly living. Similar perceptions can in turn lead common practices. Values

based education helps in creating a homogenous cluster of students who are like minded in

relation to environmentally friendly living. Thus, values based education can help in creating the
critical mass which can propel the current environmentally degrading lifestyle to more

environmentally friendly lifestyles.

Values based education has a positive causal impact on environmentally friendly living.

Thus, the importance of values based education must be stressed in major environmental and

educational fora in order to promote environmentally friendly living for preventing the looming

of environmental crisis. Learning environmentally friendly living must begin early in the

education system as several components learnt early can provide a strong foundation for future

sustainable practices.

This paper analyzed the perceptions regarding environmentally friendly living in a values

based educational system. The paper has shown the importance of values based in creating the

proper learning for environmentally friendly behavior. Such a system will be eminently useful to

save environment and create a secure future for our planet Earth.
Values based education is a way
of conceptualising education
that places the search for
meaning
and purpose at the heart of the
educational process (Hawkes,
2007). Cultivation of human
values
through values based education
has been emphasised as the
most important means to
address all
the problems of modern society
including the environmental
crisis (Baba, 1979).
Reser and Bentrupperbäumer
(2005), point out that the
current practice and reference to
the term
environmental values in
environmental research is in a
chaotic and unsustainable
state due to
lack of clarity and therefore
constitutes a particular
challenge for environmental
psychology.
Inspite of this, a large volume
of research has been devoted to
understanding the relationships
between value constructs,
moral reasoning frameworks
and concern for environment
(Carrus
et.al 2008; Castro et. al, 2009;
Shen and Saijo, 2008;
Thøgersen, 2006). Studies have
found that
moral development is
positively correlated with
ecocentrism (Karpiak and
Baril, 2008;
Kortenkamp and Moore, 2001).
Values of benevolence, altruism
and universalism lead to a pro-
sustainability orientation
towards the environment
(Corral-Verdugo et. al 2009;
Hansla et.al.
2008). Thøgersen (1999) has
emphasised using of intrinsic
motivation as a key to
encourage
environmentally friendly
behaviour.
Values based education is a way
of conceptualising education
that places the search for
meaning
and purpose at the heart of the
educational process (Hawkes,
2007). Cultivation of human
values
through values based education
has been emphasised as the
most important means to
address all
the problems of modern society
including the environmental
crisis (Baba, 1979).
Reser and Bentrupperbäumer
(2005), point out that the
current practice and reference to
the term
environmental values in
environmental research is in a
chaotic and unsustainable
state due to
lack of clarity and therefore
constitutes a particular
challenge for environmental
psychology.
Inspite of this, a large volume
of research has been devoted to
understanding the relationships
between value constructs,
moral reasoning frameworks
and concern for environment
(Carrus
et.al 2008; Castro et. al, 2009;
Shen and Saijo, 2008;
Thøgersen, 2006). Studies have
found that
moral development is
positively correlated with
ecocentrism (Karpiak and
Baril, 2008;
Kortenkamp and Moore, 2001).
Values of benevolence, altruism
and universalism lead to a pro-
sustainability orientation
towards the environment
(Corral-Verdugo et. al 2009;
Hansla et.al.
2008). Thøgersen (1999) has
emphasised using of intrinsic
motivation as a key to
encourage
environmentally friendly
behaviour.
Values based education is a way
of conceptualising education
that places the search for
meaning
and purpose at the heart of the
educational process (Hawkes,
2007). Cultivation of human
values
through values based education
has been emphasised as the
most important means to
address all
the problems of modern society
including the environmental
crisis (Baba, 1979).
Reser and Bentrupperbäumer
(2005), point out that the
current practice and reference to
the term
environmental values in
environmental research is in a
chaotic and unsustainable
state due to
lack of clarity and therefore
constitutes a particular
challenge for environmental
psychology.
Inspite of this, a large volume
of research has been devoted to
understanding the relationships
between value constructs,
moral reasoning frameworks
and concern for environment
(Carrus
et.al 2008; Castro et. al, 2009;
Shen and Saijo, 2008;
Thøgersen, 2006). Studies have
found that
moral development is
positively correlated with
ecocentrism (Karpiak and
Baril, 2008;
Kortenkamp and Moore, 2001).
Values of benevolence, altruism
and universalism lead to a pro-
sustainability orientation
towards the environment
(Corral-Verdugo et. al 2009;
Hansla et.al.
2008). Thøgersen (1999) has
emphasised using of intrinsic
motivation as a key to
encourage
environmentally friendly
behaviour
Values based education is a way
of conceptualising education
that places the search for
meaning
and purpose at the heart of the
educational process (Hawkes,
2007). Cultivation of human
values
through values based education
has been emphasised as the
most important means to
address all
the problems of modern society
including the environmental
crisis (Baba, 1979).
Values based education is a way
of conceptualising education
that places the search for
meaning
and purpose at the heart of the
educational process (Hawkes,
2007). Cultivation of human
values
through values based education
has been emphasised as the
most important means to
address all
the problems of modern society
including the environmental
crisis (Baba, 1979).
Values based education is a way
of conceptualising education
that places the search for
meaning
and purpose at the heart of the
educational process (Hawkes,
2007). Cultivation of human
values
through values based education
has been emphasised as the
most important means to
address all
the problems of modern society
including the environmental
crisis (Baba, 1979).
Reser and Bentrupperbäumer
(2005), point out that the
current practice and reference to
the term
environmental values in
environmental research is in a
chaotic and unsustainable
state due to
lack of clarity and therefore
constitutes a particular
challenge for environmental
psychology.
Inspite of this, a large volume
of research has been devoted to
understanding the relationships
between value constructs,
moral reasoning frameworks
and concern for environment
(Carrus
et.al 2008; Castro et. al, 2009;
Shen and Saijo, 2008;
Thøgersen, 2006). Studies have
found that
moral development is
positively correlated with
ecocentrism (Karpiak and
Baril, 2008;
Kortenkamp and Moore, 2001).
Values of benevolence, altruism
and universalism lead to a pro-
sustainability orientation
towards the environment
(Corral-Verdugo et. al 2009;
Hansla et.al.
2008). Thøgersen (1999) has
emphasised using of intrinsic
motivation as a key to
encourage
environmentally friendly
behaviour.
Synthesis
 The issue of Environmental Literacy among K-10 completers is an important one, as it

pertains to the knowledge, attitudes, and behaviors of students towards environmental issues.

Research has shown that students who possess higher levels of environmental literacy are more

likely to engage in environmentally responsible behaviors. However, in developing countries,

where environmental challenges may be more prevalent, there is a need for effective education

programs to foster environmental responsibility among students. This synthesis aims to explore

the influence of an education program on students' environmental responsibility in developing

countries.

The role of affect in science literacy is an essential aspect to consider when examining

the overall science understanding of individuals. Affect, which refers to emotions, attitudes, and

values, plays a crucial role in shaping individuals' engagement with science and their ability to

comprehend scientific concepts. It is evident that affective factors influence motivation, interest,

and self-efficacy towards science, all of which significantly impact science literacy. Thus,

understanding the role of affect in science literacy is paramount in promoting science education

for all individuals, regardless of their backgrounds or geographical locations. This synthesis will

delve into the importance of considering affective factors in science literacy for encouraging

inclusivity and understanding in science education, as covered by the International Journal of Science

Education.

CHAPTER III
 METHODOLOGY

This chapter describes how the study will be conducted. It presents and discusses the

methodological perspective, context and informants of the study, research instrument, data

gathering and Data analysis procedure, and subjectivity of the researcher.

Methodological Perspective

This explanatory sequential mixed-methods, with quasi-experimental phase; intervention

developmental research design will involves two groups of participant, with each group

experiencing a same combination of pre-test and post-test measure. By comparing the results

between two groups, researchers can analyze the impact of the independent variable while also

accounting for potential confounding factors, such as pre-existing differences. The design allows

researchers to gain a deeper understanding of how ethical dilemma stories and prescribed science

instruction can contribute to the development of nature literacy and values on environmental

responsibility. The combination of qualitative and quantitative methods will enhance the validity

and reliability of the findings, providing a more robust basis for drawing conclusions and

informing future interventions or educational practices.

Context of the Study

The observation for this study will be conducted at Jose Diva Avelino Jr. National High

School. The location was chosen because it is convenient to the researcher and because of the

sense of interest and the desire of the researchers pushed them to conduct the study in the said

school. The research is conducted during the school year 2023-2024 and the results will be based

only on the responses of respondents and their attitudes towards the environment.
 Informants of the Study

Participants for the study were selected using the simple random sampling method. For

this purpose, the respondents selected were mainly Grade 7 students, from different

backgrounds, with different status and attitudes to environmental science. Specifically, the study

informants were selected randomly, without any specific criteria. This study involved two

sections, the experimental and control group, with a total of 60 participants. They will be

informed about their participation via e-mail or a personal message on social networks.

Research Instrument

Table 1. Informants of the Study

INFORMANTS Population Sample Size

Grade 7 students (section 1) 34 30

Grade 7 students (section 2) 33 30

Total 60

This study will utilize a researchers-made test that is consisted of the pretest and posttest.

The pre-test this is to investigate student’s level of literacy before applying the intervention.

Meanwhile, post-test will be used to find out the development of the level of their nature

responsibility after applying the intervention. Both pre-test and post-test were in written form

and are composed of 30 item questions, the questions are in multiple choices and there will be

questions about nature literacy, environmental issues, environmental practices among others.

In-depth interviews will be used to gather information necessary in producing descriptive

analysis about individual’s experiences, personal narratives, and the contextual factors that shape

their attitudes and behaviors. Focus group discussions is used to facilitate a collective exploration
 of the topic. It encourage participants to exchange ideas, challenge each other's viewpoints, and

develop a deeper understanding of the role of ethical dilemmas and science literacy in their

environmental responsibility. Participants here will be chosen randomly, we will be having 2

informants from each section that represents the majority of one section.

Validity and Reliability of Instrument

The research instruments will be subjected to content validation by involving subject

matter experts that will review and provide feedback on the instrument’s content. Corrections

and suggestions of the experts will be noted and included in the final draft prior to the actual

administering of the questionnaire.

To test the validity and reliability of the research instruments for student’s respondents,

the questionnaire will be subjected to a pilot test. The pilot test will be administered to grade 9

students who were not participants of the study.

Schematic Diagram for the Research Activities

Phase 1: Pre- Phase 2: Intervention Design Phase 3: Pilot

Intervention Testing
 Experimental and Control group
 Define objectives  Create Ethical Dilemma Stories  Gather
 Identify Target Feedback
Audience

Phase 7: Reporting Phase 6: Data Phase 5: Full Phase 4: Refinement

and Evaluation Collection and Implementation  Incorporate
Analysis feedback
 Data Gathering Procedure

Upon the approval of the conduct of the study from the dean of the College of Education,

Arts, and Sciences, the researchers will write and send a letter of permission to the office of the

principal at Jose Diva Avelino Jr. National High School before the conduct of the study. After

the principal had permitted the researchers to conduct the study, the questionnaire will be

personally distributed and administered by the researchers.

First, the study begins with a planning phase, where the research objectives and questions

are defined. The target population is identified, and a sampling strategy is selected for participant

recruitment. The intervention or treatment to be developed and tested is determined, and suitable

data collection instruments for both qualitative and quantitative data are chosen.

Next, the qualitative data collection phase takes place. Initial qualitative data is gathered

before the intervention phase to understand the research context and identify potential

challenges. This involves using methods such as interviews, focus groups, observations, or

document analysis to collect rich descriptive data. The collected qualitative data is then analyzed

using thematic analysis or other appropriate qualitative techniques to identify key themes and

patterns.

Implementation Description Responsible Timeline

s steps Person/Team
Planning Phases  Define Research Objectives and Hypothesis Researchers
 Identify Target Participants
  Select study Locations
Participant Two sections in grade 7 STE. Section A is the control group Researchers
Selection and section B is the experimental group
Pre-Test Intervention Post-test
Group A  
Group B   

 Group A: Pre-test and Post-test without intervention

 Group B: Pre-test and Post-tests with the intervention
(Ethical Dilemma Stories)
Data Collection  Administer Pretest Environmental Responsibility Researchers
Questionnaire to Group A and Group B
 Implement the interventions as follows:
 Group A: Ethical Dilemma Stories
 Group C: Nature Literacy
 Collect data on participant responses and attitudes
during the interventions
Posttest Phase  Administer Posttest Environmental Responsibility Researchers
Questionnaire to all groups.
 Collect post-intervention data on participant responses
and attitudes.
Data Analysis  Analyze pretest and posttest data using appropriate Researchers
statistical methods (e.g., ANOVA, t-test) to compare
groups and measure the intervention effects.
Results and  Prepare a research report summarizing findings, Researchers
reporting including any changes in environmental responsibility.
 Use the Experimental and Control group design to
assess the impact of the interventions while controlling
for pretest differences
Discussions and  Discuss the results in the context of environmental Researchers
Implications education and ethical decision-making.
 Explore the implications for future interventions or
educational programs.
Following the qualitative phase, the intervention development stage begins. Based on the

insights and findings from the qualitative data, the intervention or treatment is designed and

developed. Evidence-based practices, existing interventions, or innovative strategies will be

used, and collaboration with stakeholders, experts, or advisory groups is sought to ensure the

intervention's appropriateness and effectiveness.

 The intervention materials for developing environmental responsibility comprise two key

components: Ethical dilemma stories and a nature literacy. The ethical dilemma stories are

engaging narratives addressing environmental challenges, encouraging critical thinking and

ethical decision-making. These stories are presented in booklets, e-books, or storytelling

sessions. On the other hand, the nature literacy is a structured program covering ecology,

biodiversity, and conservation, featuring detailed lesson plans, visual aids, and interactive

activities to enhance participants’ knowledge and foster a sense of environmental responsibility.

Implementation Matrix:

Subsequently, the quantitative data collection phase will be implemented using a quasi-

experimental research design. This design involves two different groups: An experimental group

is the group that receives the variable being tested in an experiment. The control group is the

group in an experiment that does not receive the variable being tested.

Pretest measures will be administered to establish baseline data, after which the

intervention will be implemented with the experimental groups. Posttest data will be collected

from all groups to evaluate the intervention's impact. Quantitative data is collected using multiple

choice questionnaires.

The collected data, both qualitative and quantitative, will undergo separate analysis.

Qualitative analysis involves analyzing the qualitative data using thematic analysis, content

analysis, or other appropriate methods to extract meaningful insights and patterns. Quantitative

analysis involves employing statistical techniques such as Wilcoxon, regression analysis, or chi-
square tests to examine the intervention's impact and group differences. The qualitative and

quantitative findings will be integrated to provide a comprehensive understanding of the research

topic and address the research questions effectively.

Data Analysis Procedure

Once the data from the qualitative and quantitative phases of the study are collected, they

undergo separate analyses. The qualitative data will be analyzed first, utilizing thematic analysis,

content analysis, or other appropriate qualitative methods. The goal is to identify key themes,

patterns, and insights that emerge from the qualitative data. This analysis helps to provide a

deeper understanding of the research context, participants' experiences, and any factors that may

influence the intervention's effectiveness.

Simultaneously, the quantitative data that will be collected during the intervention phase

will be analyzed. Statistical techniques such as wilcoxon, regression analysis, or chi-square tests

are employed, depending on the nature of the data and research questions. These statistical

analyses aim to assess the impact of the intervention and determine any significant differences

between the groups. Specifically, the effects of the intervention are examined by comparing the

pretest and posttest scores within each group and between the control and experimental groups.

After analyzing the qualitative and quantitative data separately, the findings are

integrated. This involves merging the results to gain a comprehensive understanding of the

research topic and address the research questions. The qualitative insights and patterns can be

used to provide context, enrich the interpretation of the quantitative findings, and generate

further hypotheses or explanations. By combining qualitative and quantitative data, researchers

can obtain a more holistic and nuanced understanding of the intervention's effectiveness,

potential mechanisms of change, and the overall impact on the research topic.

Subjectivity of the Researchers

The researchers are the students of Capiz State University, Pontevedra Campus who are

currently taking Bachelor of Secondary Education major in General Science. The researchers

decided to conduct the study because it is in the line with their course, it concerns the

environmental literacy and responsibility of the young ones, and it was a big help for them to

become future researchers and environmental advocates.

The researchers serve as interviewee during the gathering of the data. Follow-up

questions were raised to clarify vague answers. The said study aim to determine how students

developed the value of environmental responsibility through science literacy resolving ethical

dilemmas about environmental problems. As researchers, everything were noted as if it happened

in a whole observation. Nothing were taken for granted. The researchers were responsible in the

transcription, presentation, analysis, and interpretation of the said explanation of the informants.
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