Abstract
The main point of environmental literacy is to increase individual concern towards the ecological crisis in concrete action or environmental care movement. This research aims to empower the knowledge of preservice biology teachers about the environment and its problems in environmental, and social contexts and cognitive skills to investigate and plan solutions to the issues. The quantitative research method with the one-group pretest-posttest design was employed to test the increase of environmental knowledge after learning. The nurturant effect is cognitive skills in overcoming environmental problems. The research participants consisted of 29 preservice biology teachers taking the environmental science course in the first semester. Environmental knowledge was measured using an essay test, while the measurement of cognitive skills was performed using a rubric with a rating scale based on the results of investigations of environmental problems in the field. It was found that the inquiry laboratory-based ethnosocioecology learning model could significantly improve environmental knowledge. In addition, environmental knowledge is positively correlated with cognitive skills. In general, cognitive skills increase with higher environmental knowledge.
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