Klimatická gramotnost – nová nebo odvozená gramotnost?

Veronika Scholzová; Svatava Janoušková

doi:10.14712/18047106.4474

Vol. 15 No. 2 (2024): Scientia in educatione Theoretical Studies

Climate Literacy – New or Derived Literacy?

Veronika Scholzová, ¹ Svatava Janoušková, ¹

Katedra učitelství a didaktiky chemie, Přírodovědecká fakulta Univerzity Karlovy, Hlavova 8, 128 00 Praha 2

DOI: https://doi.org/10.14712/18047106.4474

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Scholzová, V., & Janoušková, S. (2024). Climate Literacy – New or Derived Literacy? Scientia in Educatione, 15(2), 2-11. https://doi.org/10.14712/18047106.4474

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Abstract

In conjunction with various adjectives, literacy has become commonly used in pedagogical and lay vocabulary. Thanks to the PISA survey, we use terms like mathematical, science, and financial literacy. These terms continue to grow (e.g., environmental and digital literacy). For most of them, there has yet to be a consensus on a precise definition. In our theoretical study, we analyze the concepts of science, environmental, and climate literacy. Based on this analysis, we conclude that the current definition
of climate literacy does not introduce any new dimension other than those already included in science and environmental literacy. Therefore, it is redundant for school practice and, to some extent, also for research. A good knowledge of long-standing
science and environmental literacies will enable teachers to grasp derived literacies, including climate literacy or literacy related to sustainability.

Keywords science literacy environmental literacy climate literacy

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Climate Literacy – New or Derived Literacy?

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