Scholarlink

<p>This study presents the design, validation, and application of a diagnostic questionnaire aimed at evaluating environmental literacy (knowledge, attitudes, and practices) in fourth-grade primary students in Mexico. The instrument addressed four key dimensions: water conservation, recycling, solid waste management, and medication disposal. The methodology, instrumental and mixed in nature, unfolded in five phases. A systematic review of 80 publications supported the creation of a conceptual matrix guiding the construction of 59 items, which were refined to 55 following expert evaluation and a pilot test with 20 students. Items were adjusted due to clarity issues and redundancy. All knowledge and attitude items were finally structured with a dichotomous Yes/No format plus a “Don’t know” option to enhance comprehension and reduce guessing. The Delphi method was employed to select and coordinate 31 national and international experts in evaluating the questionnaire’s content. Validity was confirmed through Aiken’s <i>V</i> (all values ≥ 0.90), and inter-rater agreement improved significantly across Delphi rounds (Fleiss’ Kappa: 0.55 → 0.88). Internal consistency was <i>α</i> = 0.78 for the 40 content items (excluding 15 sociodemographic items), with subscales ranging from 0.70 to 0.81. Construct validity was supported via exploratory factor analysis (KMO = 0.846; Bartlett’s <i>p</i> &lt; 0.001), identifying six factors corresponding to the four thematic areas, general environmental attitudes, and basic knowledge. The validated questionnaire was administered to 84 students from a public school in Zinacantepec, Mexico. Results revealed significant knowledge gaps: only 15.4% answered correctly on water conservation, 28.2% on waste management, 23.1% on medication disposal, and 7.7% on recycling. These findings underscore the need for targeted, evidence-based curricular strategies to strengthen environmental literacy and promote pro-environmental behaviors from early educational stages.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Design and validation of an environmental literacy tool for Mexican schoolchildren: guiding curriculum-based interventions on water conservation, recycling, solid waste management, and medication disposal

  • 期刊论文

  • 发表日期：

    2025年10月1日

查看全文
  • Leobardo Manuel Gómez-Oliván,
  • Ana María Téllez-López,
  • José Manuel Orozco-Hernández,
  • Nely San Juan-Reyes,
  • Karina Elisa Rosales-Pérez,
  • Gustavo Axel Elizalde-Velázquez,
  • Selene Elizabeth Herrera-Vázquez,
  • Isaac Alejandro Tapia-Bárcenas

摘要

This study presents the design, validation, and application of a diagnostic questionnaire aimed at evaluating environmental literacy (knowledge, attitudes, and practices) in fourth-grade primary students in Mexico. The instrument addressed four key dimensions: water conservation, recycling, solid waste management, and medication disposal. The methodology, instrumental and mixed in nature, unfolded in five phases. A systematic review of 80 publications supported the creation of a conceptual matrix guiding the construction of 59 items, which were refined to 55 following expert evaluation and a pilot test with 20 students. Items were adjusted due to clarity issues and redundancy. All knowledge and attitude items were finally structured with a dichotomous Yes/No format plus a “Don’t know” option to enhance comprehension and reduce guessing. The Delphi method was employed to select and coordinate 31 national and international experts in evaluating the questionnaire’s content. Validity was confirmed through Aiken’s V (all values ≥ 0.90), and inter-rater agreement improved significantly across Delphi rounds (Fleiss’ Kappa: 0.55 → 0.88). Internal consistency was α = 0.78 for the 40 content items (excluding 15 sociodemographic items), with subscales ranging from 0.70 to 0.81. Construct validity was supported via exploratory factor analysis (KMO = 0.846; Bartlett’s p < 0.001), identifying six factors corresponding to the four thematic areas, general environmental attitudes, and basic knowledge. The validated questionnaire was administered to 84 students from a public school in Zinacantepec, Mexico. Results revealed significant knowledge gaps: only 15.4% answered correctly on water conservation, 28.2% on waste management, 23.1% on medication disposal, and 7.7% on recycling. These findings underscore the need for targeted, evidence-based curricular strategies to strengthen environmental literacy and promote pro-environmental behaviors from early educational stages.