Environmental Education in the Schoolyard: Learning Styles and Gender

Carrier, Sarah

doi:10.3200/joee.40.3.2-12

Cited by 75 publications

(57 citation statements)

References 25 publications

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“…In contrast, Carrier (2009) discovered that in schoolyard environmental education, males had more positive environmental attitudes than females. Aydin and Cepni (2012) have also remarked that males adopted more positive environmental attitudes than females.…”

Section: Conclusion and Discussionmentioning

confidence: 83%

The project-based learning approach in environmental education

Genç

2014

International Research in Geographical and Environmental Educat

113

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The purpose of this study is to investigate the effect of project-based learning on students' attitudes toward the environment. In the study that was performed with 39 students who take the "Environmental Education" course, attitude changes toward the environment were investigated in students who developed projects on environmental problems. A mixed-method explanatory design was used to flesh out study results. After being informed about basic environmental concepts and project-based learning, students engaged themselves in group work to develop projects regarding environmental problems. The developed projects were presented with the aim of informing students. According to research results, although a significant gender difference in environmental attitudes was not found, project-based learning had a positive effect on students' environmental attitudes. Students defined project-based learning use in environmental education as an approach that is beneficial, enhancing creativity, encouraging research and providing permanent learning. Students believed this practice helped them define environmental problems more clearly and take on more active tasks in the solution process.

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Section: Conclusion and Discussionmentioning

confidence: 83%

The project-based learning approach in environmental education

Genç

2014

International Research in Geographical and Environmental Educat

113

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“…Previous research supports four main reasons why the game model is likely highly engaging for girls: (a) the game matches well with the gaming style of girls (Atwood‐Blaine & Huffman, ), (b) the game pairs well with girls' communication skills (Carrier, ), (c) the game provides a socially based educational opportunity (Calabrese Barton et al, ; Project Tomorrow, ), and (d) the game delivers a real world, inquiry‐based activity (Ketelhut, ; Nelson & Ketelhut, ). When playing games with a peer group, girls have a style all their own; they are less competitive than boys (Weinberger & Stein, ).…”

Section: Discussionmentioning

confidence: 88%

Engaging middle school students in scientific practice with a collaborative mobile game

Bressler

Bodzin

Tutwiler

2018

Computer Assisted Learning

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Previous research using collaborative mobile augmented reality games in science education revealed that such games can be used to promote learner engagement and have found that engagement in such mobile games is related to flow. This study investigated whether player's flow experience differed by achievement track, gender, or gender composition of working groups. In an urban school district, 202 students from two eighth‐grade science classes participated in a collaborative mobile science game. Data included a self‐report survey collected after the game that measured player's flow experience. Using a regression model, the relationship of flow experience with achievement track and gender was explored while controlling for group composition and teacher effects. The study found that gender was related to flow experience; specifically, girls reported higher flow experience scores (d = 0.30). Flow experience did not have a statistically significant relationship with achievement track showing that the activity engaged all observed students similarly.

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“…This way, students are involved in several research procedures so as to observe, record and collect data, thus acquiring experience and experiential knowledge of the natural environment (Carrier, 2009). Moreover, the subject becomes a vivid process in which the idea of discovery learning is developed (Ballantyne & Packer, 2009).…”

Section: Teaching Natural Resource Managementmentioning

confidence: 99%

“…At the same time, several viewpoints on modern teaching approaches have been expressed on this subject matter, especially to formal education, both primary and secondary (Michail, A. Stamou, & P. Stamou, 2007;Carrier, 2009;Ballantyne & Packer, 2009). Since the way a subject is taught has a significant impact on its effectiveness, contemporary approaches focus on the use of experiential and learner-centered teaching techniques (Wurdinger & Carlson, 2010).…”

Section: Introductionmentioning

confidence: 99%

Teaching Natural Resource Management-Teaching Techniques and Difficulties in Greek Vocational Lyceum: A Case Study

Koutsoukos¹,

Mouratidis²

2016

IES

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The aim of the present study is to investigate the teaching techniques applied, as well as the difficulties, with which educators in teaching Natural Resource Management are confronted. For research purposes, a case study was conducted on teaching Natural Resource Management in the Third Grade of Vocational Lyceum (EPAL) in Northern Greece. It was established that the teachers of the aforementioned subject make use of a range of experiential and active teaching techniques. On the other hand, the major difficulty faced by teachers is the lack of updated textbooks and training on the subject.

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Environmental Education in the Schoolyard: Learning Styles and Gender

Cited by 75 publications

References 25 publications

The project-based learning approach in environmental education

The project-based learning approach in environmental education

Engaging middle school students in scientific practice with a collaborative mobile game

Teaching Natural Resource Management-Teaching Techniques and Difficulties in Greek Vocational Lyceum: A Case Study

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