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Using short-term environmental educa...

Kinder, Tiffany.

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Using short-term environmental education programs to increase student learning and elicit positive attitude change.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Using short-term environmental education programs to increase student learning and elicit positive attitude change./
作者:	Kinder, Tiffany.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
面頁冊數:	77 p.
附註:	Source: Masters Abstracts International, Volume: 50-05, page: 2787.
Contained By:	Masters Abstracts International50-05.
標題:	Environmental education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1510097
ISBN:	9781267326621

Using short-term environmental education programs to increase student learning and elicit positive attitude change.
Kinder, Tiffany.

Using short-term environmental education programs to increase student learning and elicit positive attitude change. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 77 p.

Source: Masters Abstracts International, Volume: 50-05, page: 2787.

Thesis (M.S.)--Utah State University, 2012.

Short-term environmental education programs such as water festivals and field days are a common outreach tool for watershed programs, yet little is known about their effectiveness at increasing knowledge and environmental awareness. To address this question, I conducted a formal assessment by pre- and post-testing 1400 fourth-grade students who participated in a field day at a Forest Service campground in northern Utah. During the day, each child spent approximately one hour engaged in water-related activities, with an emphasis on aquatic macroinvertebrates and water quality. My research focused on whether this single hour was sufficient to change both knowledge and interest in protecting water and aquatic organisms.

ISBN: 9781267326621Subjects--Topical Terms:

528212
Environmental education.

Using short-term environmental education programs to increase student learning and elicit positive attitude change.
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520 $a Short-term environmental education programs such as water festivals and field days are a common outreach tool for watershed programs, yet little is known about their effectiveness at increasing knowledge and environmental awareness. To address this question, I conducted a formal assessment by pre- and post-testing 1400 fourth-grade students who participated in a field day at a Forest Service campground in northern Utah. During the day, each child spent approximately one hour engaged in water-related activities, with an emphasis on aquatic macroinvertebrates and water quality. My research focused on whether this single hour was sufficient to change both knowledge and interest in protecting water and aquatic organisms.
520 $a The study also compared student learning in those classes that participated only in the single event with classes that had additional water-related lessons and activities prior to and after the field day. I also examined how well variables such as teacher knowledge and attitude, socio-demographics and type of outdoor activities enjoyed by students were correlated with student knowledge and attitude.
520 $a Results demonstrated that short-term events, especially those that include additional classroom experiences, can result in knowledge gain and changes in attitudes in young children. Teacher knowledge and attitude were not correlated with student knowledge and attitude; however, school district and type of outdoor activities enjoyed by students were both good predictors of knowledge and attitude scores.
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