Examining environmental learning experiences at an earth education summer camp

Cheeseman, Adam; Wright, Tarah

doi:10.1080/13504622.2018.1509301

Cited by 19 publications

(17 citation statements)

References 39 publications

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“…Bogner [39] demonstrated that 11-13-year-old students participating in a 5-day educational program in a national park showed a positive development in individual environmental-friendly behavior. Various further study results in environmental learning contexts document the success of out-ofschool learning concerning students' cognitive achievement and individual motivational and skill development and behavioral change, e.g., [40][41][42][43].…”

Section: The Advantage Of Authentic Out-of-school Learning Environmentsmentioning

confidence: 93%

The Effect of Environmental Values on German Primary School Students’ Knowledge on Water Supply

Schneiderhan-Opel

Bogner

2021

Water

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Permanent access to safe drinking water is guaranteed in most industrialized countries, while climate change is turning it into a serious global issue. Knowing how to use the valuable resource water consciously and sustainably requires well-informed and ecologically aware citizens. Environmental education approaches should help develop long-term environmental knowledge, pro-environmental attitudes, and behavior with the overall goal of promoting environmental citizenship. The present study, thus, examines the influence of environmental values on students’ environmental knowledge in a German primary school sample (9–10-year-old students) by providing an authentic, out-of-school learning experience on the topic of fresh water supply. Our approach goes beyond mere correlation analyses by using structural equation modeling (SEM) to measure effects between the two variables. Environmental values were monitored using the Two Major Environmental Values Model (2-MEV) with its two dimensions, Preservation and Utilization of nature. Following a quasi-experimental design, we assessed the learners’ knowledge before (T0), directly after (T1), and six weeks after (T2) module participation. Confirmatory factor analysis verified the two-factor-structure of the 2-MEV. Preservation turned out as a direct positive predictor of pre-knowledge (T0) but did not show any significant effect on post-knowledge (T1) and knowledge retention (T2). Utilization displayed a larger albeit negative direct effect on knowledge across all testing times, especially for pre- and post-knowledge. Our findings shed light on the significant impact of anthropocentric attitudes on knowledge acquisition within primary school samples and provided valuable insights into feasible environmental learning approaches.

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Section: The Advantage Of Authentic Out-of-school Learning Environmentsmentioning

confidence: 93%

The Effect of Environmental Values on German Primary School Students’ Knowledge on Water Supply

Schneiderhan-Opel

Bogner

2021

Water

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“…Outdoor lessons have a great importance in natural science education (Bogner, 1998;Foster & Shiel-Role, 2011;Martin, 2003;Prokop et al, 2007) and have various positive effects that are reflected in more positive attitudes of students towards biology lessons and the natural environment. Effectively, they induce a better understanding of natural sciences concepts (Manzanal, Rodríguez -Barreiro et al, 1999;Prokop et al, 2007;Taş, & Gülen, 2019;Zoldosova & Prokop, 2006), as well as better environmental knowledge, and a more responsible attitude towards nature (Cheeseman & Wright, 2019;Erdoğan, 2011;Karyadi et al, 2018;Martin, 2003). Yildirim (2020) have found that outdoor learning in science teaching had a positive effect on students' attitude, motivation and success.…”

Section: The Outdoors Natural Science Lessonmentioning

confidence: 99%

The Effect of Outdoor Lessons in Natural Sciences on Students’ Knowledge, Through Tablets and Experiential Learning

Cotič

Plazar

Starčič

et al. 2020

JBSE

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Experiential learning was introduced to support a child’s concept development towards evolution scientific literacy. This study examined the effect of an experiential learning model (The Mobile Natural Science Learning - MNSL) on the knowledge of 4th grade primary school students in Slovenia, during natural science school lessons at the seashore through the use of tablets. Mobile technology provides authentic learning, assisting outdoor lessons providing material and environmental context in learning, which support the experience of a learner. In the experimental group (N = 95), outdoor learning in the seashore included Kolb’s experiential learning cycle with the integration of tablets. In the control group (N=97), the teachers used concrete experience for exploring the seashore, excluding the Kolb’s cycle. The data were collected by using two science knowledge pre and post – tests. The test items were classified into three TIMSS’ cognitive domains: 1) factual knowledge, 2) conceptual understanding, and 3) reasoning and analysis. Differences between groups were analysed through Mann-Whitney U-test and showed that the experimental group had better learning outcomes than the control group. Findings indicate that the MNSL-model had a positive effect on students’ achievement in science, more precisely in knowledge on marine organisms and life at the seashore. Keywords: Kolb’s experiential learning cycle, natural science, outdoor learning, seashore

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“…With the development of environmental education practices advocating "deeply integrating into nature and experiencing nature", researchers began to pay attention to the positive effect of exposure to nature on environmental emotion, environmental attitude, values, and behavioral change [22][23][24]. Enactive emotion is usually triggered by situational or environmental elements; for example, guiding children to contact nature can strengthen their NC [25,26].…”

Section: Introductionmentioning

confidence: 99%

An Integrative Model of Tourists’ Pro-Environmental Behavior Based on the Dual Path of Rational Planning and Embodied Emotion

Cao

Qiu

Wang

et al. 2022

IJERPH

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Tourists’ pro-environmental behavior is one of the key factors for the sustainable development of natural scenic spots. Although this behavior depends on the surroundings and context, the existing literature lacks the perspective of specific scenarios, especially that of embodied emotions. This research integrated the theory of planned behavior and embodied theory to construct an integrative model of pro-environmental behavior that combined tourists’ “rational planning” and “embodied emotion” and conducted an empirical study. The results show that in natural scenic spots, “rational planning” and “embodied emotion” affect tourists’ pro-environmental behavior simultaneously on dual paths, and factors such as behavioral attitude, perceived behavioral control, subjective norm, engagement with nature, and connectedness to nature have different effects on high- and low-effort pro-environmental behavioral intentions. The findings of the study provide a new explanatory perspective for individual pro-environmental behaviors and a basis for effectively predicting and guiding tourists’ pro-environmental behaviors in natural scenic spots.

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Examining environmental learning experiences at an earth education summer camp

Cited by 19 publications

References 39 publications

The Effect of Environmental Values on German Primary School Students’ Knowledge on Water Supply

The Effect of Environmental Values on German Primary School Students’ Knowledge on Water Supply

The Effect of Outdoor Lessons in Natural Sciences on Students’ Knowledge, Through Tablets and Experiential Learning

An Integrative Model of Tourists’ Pro-Environmental Behavior Based on the Dual Path of Rational Planning and Embodied Emotion

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