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The purpose of this study was first to investigate Taiwan’s secondary school science teachers’ Expectations with regard to the Earth Science Literacy (ESL) of their students. Furthermore, the purpose was to analyze the similarities and differences in the views about ESL held by teachers from different backgrounds. Thus key concepts in earth science, students’ understanding of which may be used to evaluate their earth science literacy, were ranked in order of importance based on teachers’ opinions. The results were as follows: (1) the three earth science themes judged by teachers to be most significant in terms of earth science literacy concerned environmental protection, yet all acknowledge that we can hardly avoid teaching this course if we want to follow the world-wide trend; (2) teachers consider the most important skill for judging earth science literacy to be “students apply skills to daily life, and thus this was given the highest ranking; (3) according to the ranking of teachers’ attitudes toward earth science literacy, earth science teachers are hoping above all to train students to be very conscious of nature, cherish nature and understand the importance of environmental protection. The findings of this study may suggest future guidelines for instruction and curriculum goals for secondary school earth science teachers, as well as future goals for research.
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