Learning Ecological Concepts in Secondary Schools of the Northeast of Spain

Round 1

Reviewer 1 Report

Dear author(s),

Thank you very much for your manuscript. If I have understood correctly you measured whether the students have actually learned something by asking multiple-choice questions on a variety of ecological concepts and you have analysed variations according to type of school, gender, region. What is less clear to me is the content of these concepts and the implied consciousness and how they were taught. What is specifically ecocentric about them and/or how do they relate to the discourse on ecocentric education or more generally on EE/ESD? With respect to the results of your analysis I would be interested in a more in-depth interpretation of how successful the programmes were and why. What might the variations in region and gender mean with respect to content and didactic qualities? Do they suggest limits of the programme or possibilities for improvements? And finally, how will the students' learning contribute to a more ethical and sustainable future - which factors relevant to a transformation can the programmes cover, which does it not cover? Overall, my questions are intended to invite you to better integrate your study and conclusions within the discourse of EE/ESD and to elaborate what you are specifically contributing to this discourse.

Author Response

Thank you very much for all your help in the revision and assistance in the presentation of this manuscript.

“Environmental (or ecological) consciousness is addressed in terms of the level of endorsement for the so-called new environmental (or ecological) paradigm”. Following the comments of the reviewers 1 authors have added new references about the concepts of ESD and EE with the introduction of new citations. “This paradigm associates environmentalism to a general eco-centric worldview that emphasizes humanity’s need to establish a balance with nature, the existence of limits to growth for human societies and question humanity’s right to rule over the rest of nature”. Ecological consciousness is not a recent question, since the early sixties the national and international organizations increased their efforts for a better environmental education and ecological consciousness, although these efforts lack of attitudes and concepts were detected in the students from the secondary education in the northeastern of Spain. 

Following reviewer 1 recommendation, authors have added in the introduction section the reference of a paper published in 2012 in Environmental Education Research. This article explores the implications of the shift of the environmental education (EE) towards education for sustainable development (ESD) in the context of environmental ethics.

This text has been added in the introduction section:

In the last years some authors have explored the implications of the shift of environmental education (EE) towards education for sustainable development (ESD) in the contest of environmental ethics (Ärlemalm & Sandberg, 2011; Breiting, 2009; Kopnina, 2012).

Reviewer 2 Report

1.      The work is interesting in terms of the subject it addresses and the need to conduct more research on these issues. Although an effort must be made to clarify with more precision the concepts (constructs) that are measured. For this reason it is necessary to clarify what is understood by the term ecological conscience, and to analyze if it is appropriate to speak of ¿knowledge about ecological conscience? What authors, theories and theoretical framework support the concepts that are investigated?

2.      Obviously, this will depend on the aspects that address the questionnaire used, which should be included in full at the end of the work. This will allow the possibility of replicating the study in other regions of the same country or in other countries.

3.      A more updated international literature review will enrich the manuscript and give it greater relevance and international interest.

4.      A specific section of methodology should be added, where the type of research is characterized in detail and the instrument for gathering information, the items that comprise it, the dimensions it evaluates as well as its technical characteristics and quality criteria are described in detail. validity, reliability).

5.      Add complementary information on the sampling criteria used in the selection of the centers and the procedure for applying the instruments, who, when and how was the information collected?

6.      The sample that is counted is very broad, so the value of the inferences that are provided are of great interest. A factor analysis should be included showing the dimensions and how the items are grouped in those dimensions.

7.      Include in the contrast tables complementary information on means and standard deviations according to independent variables.

8.      A more exhaustive and updated contrast with some investigations that evaluate similar aspects will give more value and relevance to the findings in relation to the available research on the subject.

9.      Some comment should be added about the limitations of the work and its usefulness for the region and implication for decision making in the current school curriculum.

10.The presentation of conclusions must be improved.

Author Response

Thank you very much for all your help in the revision and assistance in the presentation of this manuscript.

The work is interesting in terms of the subject it addresses and the need to conduct more research on these issues. Although an effort must be made to clarify with more precision the concepts (constructs) that are measured. For this reason it is necessary to clarify what is understood by the term ecological conscience, and to analyze if it is appropriate to speak of ¿knowledge about ecological conscience? What authors, theories and theoretical framework support the concepts that are investigated?

Authors have added in the introduction section the reference of a paper published in 2012 in Environmental Education Research. This article explores the implications of the shift of the environmental education (EE) towards education for sustainable development (ESD) Environmental (or ecological) consciousness is addressed in terms of the level of endorsement for the so-called new environmental (or ecological) paradigm. This paradigm associates environmentalism to a general eco-centric worldview that emphasizes humanity’s need to establish a balance with nature, the existence of limits to growth for human societies and question humanity’s right to rule over the rest of nature. Ecological consciousness is not a recent question, since the early sixties the national and international organizations increased their efforts for a better environmental education and ecological consciousness, although these efforts lack of attitudes and concepts were detected in the students from the secondary education in the northeastern of Spain

Obviously, this will depend on the aspects that address the questionnaire used, which should be included in full at the end of the work. This will allow the possibility of replicating the study in other regions of the same country or in other countries.

The authors agree with the comment and are happy to send the questionnaires used to the reviewer 2. However, it is not possible to publish them in a scientific journal because they have been protected in the registry of intellectual property by the local Valencian government.

A more updated international literature review will enrich the manuscript and give it greater relevance and international interest.

News references have been added. Thanks for your comment.

A specific section of methodology should be added, where the type of research is characterized in detail and the instrument for gathering information, the items that comprise it, the dimensions it evaluates as well as its technical characteristics and quality criteria are described in detail. validity, reliability).

When dealing with children, approval by the corresponding centers is necessary. Therefore, due to the characteristics of the population under study, a convenience sampling was carried out among those centers that volunteered to participate in the study and to obtain the corresponding permission from the tutors and the local government.

The first phase to be developed in the proposed methodology is a further bibliographic review, both of current educational standards and textbooks, to prepare the questionnaire in which the knowledge proposed by the current education law related to education ecological awareness is evaluated.

We proceed to the correction of these questionnaires in a preliminary way by the experts (professors and researchers of Experimental Sciences Didactics and Methodology of educational research), to verify a validation of both the contents and the design and methodology. After receiving comments and constructive criticism, the final questionnaire is prepared. Next, the survey is carried out in the center and finally the data is processed. The method is processed following Gil and Carrascosa methodology (Gil & Carrascosa, 1995).

Add complementary information on the sampling criteria used in the selection of the centers and the procedure for applying the instruments, who, when and how was the information collected?

Although the sampling was carried out for convenience, the percentages of the population have been respected with respect to the sample used.

The sample that is counted is very broad, so the value of the inferences that are provided are of great interest. A factor analysis should be included showing the dimensions and how the items are grouped in those dimensions.

Thank you very much for your comments. However, factor analysis has not been carried out in this study.

Include in the contrast tables complementary information on means and standard deviations according to independent variables.

Sorry, but authors do not understand this comment. In our study the only contrast parameters are: location, gender and public and non-public center????

A more exhaustive and updated contrast with some investigations that evaluate similar aspects will give more value and relevance to the findings in relation to the available research on the subject.

There is no similar study with high school students in the country. There is some further study done with children (primary cycle) but the results are not comparable.

Some comment should be added about the limitations of the work and its usefulness for the region and implication for decision making in the current school curriculum.

Authors are consciousness about the limitation of this research. Although the study has been carried out focus in a small region of Spain, and with a reduce sample, this research has demonstrated that, in this particular context, the students successfully learn a significant number of environmental consciousness concepts as proposed by current legislation.

The presentation of conclusions must be improved.

Conclusion section has been rewritten following the reviewer comments introduction the limitations of the work.

Round 2

Reviewer 1 Report

Dear author(s),

I am sorry if there was a misunderstanding, but I was thinking about a substantial elaboration of the theoretical frame, an in-depth description of what was taught as well as a better integration of your results in the discourse of EE/ESD. A reference is not enough. The discourse in EE/ESD is quite heterogeneous and readers will want to know where you position yourself and the concepts that were taught to the students. Also, readers will want to know what they can learn from your study, other than "something worked". 

In order to help you put "more flesh on the bones" of your article, I will propose my earlier questions again:

What is less clear to me is the content of these concepts and the implied consciousness and how they were taught. What is specifically ecocentric about them and/or how do they relate to the discourse on ecocentric education or more generally on EE/ESD? With respect to the results of your analysis I would be interested in a more in-depth interpretation of how successful the programmes were and why. What might the variations in region and gender mean with respect to content and didactic qualities? Do they suggest limits of the programme or possibilities for improvements? And finally, how will the students' learning contribute to a more ethical and sustainable future – which factors relevant to a transformation can the programmes cover, which does it not cover? Overall, my questions are intended to invite you to better integrate your study and conclusions within the discourse of EE/ESD and to elaborate what you are specifically contributing to this discourse.

I hope the authors are not discouraged by this comment. Often, what seems evident for oneself is not so evident for others, especially in international contexts.

Author Response

- Know the scientific knowledge as an integrated knowledge, know and apply methods to identify the problems in the different fields of knowledge and experience.

- Critically assess social habits related to consumption, care of living beings and the environment, contributing to their conservation and improvement.

Reviewer 2 Report

 1. The expression "ECOLOGICAL CONSCIOUSNESS CONCEPTS" should be revised. An effort must be made to clarify with more precision the concepts. It requires a greater effort of conceptual clarification and a clear description of what is really measuring the instrument used.

2. If the instrument is not included, it must describe the aspects it evaluates, the number of items, the dimensions in which the items are grouped.

3. It is essential to include information related to the quality criteria of the measuring instruments (Validity and Reliability).A more exhaustive and updated contrast with some investigations that evaluate similar aspects will give more value and relevance to the findings in relation to the available research on the subject.

4.      Some comment should be added about the limitations of the work and its usefulness for the region and implication for decision making in the current school curriculum.

5.      The presentation of conclusions must be improved.

Author Response

1. The expression "ECOLOGICAL CONSCIOUSNESS CONCEPTS" should be revised. An effort must be made to clarify with more precision the concepts. It requires a greater effort of conceptual clarification and a clear description of what is really measuring the instrument used.

Response:  Ecological awareness is part of the curriculum of compulsory secondary education in Spain. These capacities and competences are the following:

- Know the scientific knowledge as an integrated knowledge, know and apply methods to identify the problems in the different fields of knowledge and experience.

- Critically assess social habits related to consumption, care of living beings and the environment, contributing to their conservation and improvement.

2. If the instrument is not included, it must describe the aspects it evaluates, the number of items, the dimensions in which the items are grouped.

Response: The poll consists of 47 questions and has been adapted to the different educational levels of secondary school. The different issues address issues related to climate change, ozone layer, pollutants, greenhouse effect, renewable energies, exploitation of resources, lithological, zoological and botanical concepts, ecosystems and natural resources, among others.

3. It is essential to include information related to the quality criteria of the measuring instruments (Validity and Reliability). A more exhaustive and updated contrast with some investigations that evaluate similar aspects will give more value and relevance to the findings in relation to the available research on the subject.

Response: Due to the characteristics of the sample, children and young people, we do not have evidence of public data to compare our results.

4. Some comment should be added about the limitations of the work and its usefulness for the region and implication for decision making in the current school curriculum.

Response: Comments have been added. Authors are consciousness about the limitation of this research. Although the study has been carried out focus in a small region of Spain, and with a reduce sample, this research has demonstrated that, in this particular context, the students successfully learn a significant number of environmental consciousness concepts as proposed by current legislation.

5. The presentation of conclusions must be improved.

Response: Conclusion section has been improved.

Round 3

Reviewer 1 Report

Thank you for your revisions.

Author Response

Thank very much

Reviewer 2 Report

The authors have made an effort to address some considerations of the review, but there are some important issues to be addressed that continue to be confusing and show an anbiguous positioning by the authors.

The most important one is in the title itself: "Ecological Consciousness Concepts", and it is reflected in the type of aspects that the questionnaire evaluates (climate change, ...). We infer that ecological concepts are being evaluated, since the evaluation of ecological awareness is related to the field of values and attitudes, which are very different constructs in the field of social sciences.

If he chooses to maintain the term "conscience", a more solid framework of theoretical foundation should be included where the meaning of this term and the theoretical current that supports it are clearly shown. For example, note that it is not the same to apply to:

 -The sociological theory of Durkheim: The totality of beliefs and sentiments common to the average members of a society forms a determinate system with a life of its own. It can be termed the collective or creative consciousness.

-Or Gramsci’s theory of Marxism: Collective consciousness, which is to say a living organism, is formed only after the unification of the multiplicity through friction on the part of the individuals; nor can one say that ‘silence’ is not a multiplicity. Collective consciousness refer to a multitude of different individual forms of consciousness coalescing into a greater whole. As to whether this whole is unified, this is up for debate. In Gramsci’s view, a unified whole is composed of solidarity among its different constituent parts, and therefore, this whole cannot be uniformly the same. Rather, it can and should embrace different forms of consciousness (or individual experiences of social reality), which coexist to reflect the different experiences of the marginalized peoples in a given society.

PERHAPS THE AUTHORS SHOULD CLARIFY IF THEY SIMPLY MEASURE CONCEPTUAL ASPECTS AND, IN THAT CASE, ELIMINATE THE TERM "CONSCIOUSNESS".

The arguments that are given for not including the instrument are weak, since it seems that the instrument has a patent, and that patent belongs to a public institution, there should be no problem in including it. In any case, it is not feasible, please include at least two or three examples with the questions used to collect the information. It is a pity that other authors can not replicate this work, since the instrument is not included.

The conclusions can be improved by reference to some research work specific to the context in which this research is located. See, for example: "García, E. (2000). Encuesta Desarrollo Sostenible País Valenciá", or other similar survey.

Please include some reference to the quality of the instrument (reliability), since it depends on the set of inferences obtained from an investigation.

It is also necessary to include the year in which the information was collected.

A supplementary effort is necessary. The manuscript will have greater interest and scientific credibility for an international audience.

Please revise:

Pag. 2, line 1, “contest of environmental ethics”, I should say “context”?

Pag. 4, Par. 2, line 6 “carried out in the center”,  I should say “centers”?

Author Response

The authors have made an effort to address some considerations of the review, but there are some important issues to be addressed that continue to be confusing and show an anbiguous positioning by the authors.

The most important one is in the title itself: "Ecological Consciousness Concepts", and it is reflected in the type of aspects that the questionnaire evaluates (climate change, ...). We infer that ecological concepts are being evaluated, since the evaluation of ecological awareness is related to the field of values and attitudes, which are very different constructs in the field of social sciences.

If he chooses to maintain the term "conscience", a more solid framework of theoretical foundation should be included where the meaning of this term and the theoretical current that supports it are clearly shown. For example, note that it is not the same to apply to:

 -The sociological theory of Durkheim: The totality of beliefs and sentiments common to the average members of a society forms a determinate system with a life of its own. It can be termed the collective or creative consciousness.

-Or Gramsci’s theory of Marxism: Collective consciousness, which is to say a living organism, is formed only after the unification of the multiplicity through friction on the part of the individuals; nor can one say that ‘silence’ is not a multiplicity. Collective consciousness refer to a multitude of different individual forms of consciousness coalescing into a greater whole. As to whether this whole is unified, this is up for debate. In Gramsci’s view, a unified whole is composed of solidarity among its different constituent parts, and therefore, this whole cannot be uniformly the same. Rather, it can and should embrace different forms of consciousness (or individual experiences of social reality), which coexist to reflect the different experiences of the marginalized peoples in a given society.

PERHAPS THE AUTHORS SHOULD CLARIFY IF THEY SIMPLY MEASURE CONCEPTUAL ASPECTS AND, IN THAT CASE, ELIMINATE THE TERM "CONSCIOUSNESS".

Response: The authors agree with the reviewer and appreciate the comments of the reviewer. The term ecological consciousness is commonly used among Spanish teachers as part of the Spanish legislation on environmental education. However, the term can confuse readers because the concepts of ecological consciousness and ecological knowledge are complementary but not coinciding terms. The work evaluates the acquisition of knowledge independently of the environmental consciousness of the student. We have eliminated the term consciousness. In the title of the research and some sections following the reviewers recommendations. We have maintenance the term in those cases that we talk about ecological consciousness

The arguments that are given for not including the instrument are weak, since it seems that the instrument has a patent, and that patent belongs to a public institution, there should be no problem in including it. In any case, it is not feasible, please include at least two or three examples with the questions used to collect the information. It is a pity that other authors can not replicate this work, since the instrument is not included.

Response: Following the reviewer recommendation we have added two examples of questions to collect the information.

The conclusions can be improved by reference to some research work specific to the context in which this research is located. See, for example: "García, E. (2000). Encuesta Desarrollo Sostenible País Valenciá", or other similar survey.

Please include some reference to the quality of the instrument (reliability), since it depends on the set of inferences obtained from an investigation.

Response: The conclusions can be improved. We have included some references about some results of previous studies.

It is also necessary to include the year in which the information was collected.

Response: The date of the survey have been included.

A supplementary effort is necessary. The manuscript will have greater interest and scientific credibility for an international audience.

Please revise:

Pag. 2, line 1, “contest of environmental ethics”, I should say “context”?

Pag. 4, Par. 2, line 6 “carried out in the center”,  I should say “centers”?

Response: Sorry for the mistakes. The corrections have been done.

Thank very mcuh for your comments and help in the revisión of this manuscript