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The purpose of this study is to investigate the effects of IEEIA (Investigating and Evaluating Environmental Issues and Actions) program on high school students' environmental literacy. The experimental group was taught using the IEEIA program, while the control group was taught through the traditional teaching method. The IEEIA program consists of six steps: the introduction of environmental problems and issues, the beginning of researching issues, setting a subject of study, conducting environmental research, analyzing survey data, and setting up the environmental action strategy. The results of this study indicated that the students in the experimental group represented the significantly higher scores on the environmental literacy compared to the control group(p<.01). The experimental group students represented the statistically higher scores of all subcategories of environmental literacy: the cognitive-related variables (the knowledges about environmental issues, the skill about environmental issues), the affective-related variables(environmental sensitivity, environmental attitude, environmental values and beliefs about the environment), and the personalityrelated variables(the locus of control, and responsible environmental behavior)(p<.05).

The Effects of Using the IEEIA Program on High School Students’Environmental Literacy - Focused on the Unit of ‘Human in Nature’ in the Life ScienceⅠ-