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A study of the effectiveness of environmental education curricula in promoting middle school students' critical thinking skills.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A study of the effectiveness of environmental education curricula in promoting middle school students' critical thinking skills./
作者:	Robinson, Theresa Y.
面頁冊數:	1 online resource (144 pages)
附註:	Source: Dissertations Abstracts International, Volume: 67-12, Section: A.
Contained By:	Dissertations Abstracts International67-12A.
標題:	Science education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3195340click for full text (PQDT)
ISBN:	9780542403293

A study of the effectiveness of environmental education curricula in promoting middle school students' critical thinking skills.
Robinson, Theresa Y.

A study of the effectiveness of environmental education curricula in promoting middle school students' critical thinking skills. - 1 online resource (144 pages)

Source: Dissertations Abstracts International, Volume: 67-12, Section: A.

Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2005.

Includes bibliographical references

The purpose of this study was to determine the extent to which selected environmental education curricula contributed to middle school students' critical thinking skills as measured by the Critical Thinking Test in Environmental Education (CTTEE). The researcher attempted to determine the variability in the outcome variable, critical thinking attributable to gender, academic ability, socio-economic status, and pretest score. This study involved randomly assigned intact sixth, seventh, and eighth grade classes representing five different schools. Students in classes included in the experimental treatments experienced instruction in: Project WET (n = 48), Project WILD (n = 61), Project Learning Tree (n = 45), or Investigating and Evaluating Environmental Issues and Actions (IEEIA) (n = 44). The classes that comprised the control group experienced traditional science instruction (n = 48). All students were pre tested. Teachers taught the lessons in the experimental treatments within an eight-week period at a rate of two lessons per week for eight weeks. A total of 16 lessons were presented to each experimental group. The control classes continued with traditional science instruction. Following instruction all groups were post tested. A hierarchical linear model (HLM) was selected as the statistical method for estimating the influence of curriculum on critical thinking in environmental education. The HLM provides a means of explaining how variance in some outcome is a function of both individual differences and differences in the contexts in which learning occurs. The results indicated that 30.3 % of the variance in critical thinking scores could be explained by differences in curriculum without the influence of student level variables. Gender, socioeconomic status, academic ability, and pretest were added to the level one equation yielding a between school variance change of 3.59%. That is, the selected student level variables accounted for only 3.59% of the variability in critical thinking scores. An analysis of covariance controlling for the effects of pretest score indicated that the most effective model was the Investigating and Evaluating Environmental Issues and Actions followed by Project WILD, Project WET, and Project Learning Tree.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9780542403293Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

Critical thinkingIndex Terms--Genre/Form:

542853
Electronic books.

A study of the effectiveness of environmental education curricula in promoting middle school students' critical thinking skills.
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520 $a The purpose of this study was to determine the extent to which selected environmental education curricula contributed to middle school students' critical thinking skills as measured by the Critical Thinking Test in Environmental Education (CTTEE). The researcher attempted to determine the variability in the outcome variable, critical thinking attributable to gender, academic ability, socio-economic status, and pretest score. This study involved randomly assigned intact sixth, seventh, and eighth grade classes representing five different schools. Students in classes included in the experimental treatments experienced instruction in: Project WET (n = 48), Project WILD (n = 61), Project Learning Tree (n = 45), or Investigating and Evaluating Environmental Issues and Actions (IEEIA) (n = 44). The classes that comprised the control group experienced traditional science instruction (n = 48). All students were pre tested. Teachers taught the lessons in the experimental treatments within an eight-week period at a rate of two lessons per week for eight weeks. A total of 16 lessons were presented to each experimental group. The control classes continued with traditional science instruction. Following instruction all groups were post tested. A hierarchical linear model (HLM) was selected as the statistical method for estimating the influence of curriculum on critical thinking in environmental education. The HLM provides a means of explaining how variance in some outcome is a function of both individual differences and differences in the contexts in which learning occurs. The results indicated that 30.3 % of the variance in critical thinking scores could be explained by differences in curriculum without the influence of student level variables. Gender, socioeconomic status, academic ability, and pretest were added to the level one equation yielding a between school variance change of 3.59%. That is, the selected student level variables accounted for only 3.59% of the variability in critical thinking scores. An analysis of covariance controlling for the effects of pretest score indicated that the most effective model was the Investigating and Evaluating Environmental Issues and Actions followed by Project WILD, Project WET, and Project Learning Tree.
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