The authors conducted a national survey of 6th-and 12th-grade students in Israel to evaluate their environmental literacy, including the dimensions of environmental knowledge, attitudes, and behavior. In this article, the authors present the results of the survey, the correlations between these different dimensions, and their associations with demographic and experiential data. The authors did not find a significant correlation between knowledge and behavior. Ethnic and socioeconomic characteristics were moderately associated with environmental literacy, whereas the presence of an adult who mediated children's relation to nature was strongly related to environmental attitudes and behavior and weakly related to knowledge. The results suggest that the intended objec-tives of environmental education in Israel have not been achieved. The authors call for additional research to identify ways to improve environmental education in the Israeli public schools. ver the past 20 years, researchers have explored the status, delivery, and effects of environ-mental education (EE) using various types of national surveys. These surveys have primar-ily related to curriculum needs in K–12 programs in public schools. In several national surveys, researchers have assessed the level of environmental knowledge or attitudes of children in pri-mary and secondary schools (e.
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