Interrelationships Among Curriculum and Instruction Variables and Learning Outcomes in Project P.E.A.C.E.

Autor/in	Bennett, Roger V.
Titel	Interrelationships Among Curriculum and Instruction Variables and Learning Outcomes in Project P.E.A.C.E.
Quelle	(1979), (31 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Affective Objectives; Attitude Measures; Cognitive Objectives; Curriculum Development; Curriculum Evaluation; Educational Assessment; Educational Objectives; Elementary Secondary Education; Environmental Education; Junior High School Students; Learning; Learning Experience; Models; Pretests Posttests; Program Descriptions; Program Evaluation; Speeches; Testing; Urban Environment; Urban Studies + Suchen Sie Ihr Suchwort? Kognitives Lernziel; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Education; assessment; Bewertungssystem; Educational objective; Bildungsziel; Erziehungsziel; Umweltbildung; Umwelterziehung; Umweltpädagogik; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Lernen; Lernerfahrung; Analogiemodell; Programme evaluation; Programmevaluation; Testdurchführung; Testen; Stadtökologie; Stadterkundung
Abstract	The paper focuses on development and implementation of the curriculum phase of an urban environmental studies program entitled Project Environmental Action Community Education (P.E.A.C.E.) The curriculum model developed for P.E.A.C.E. was based on the premises that it should be created by relevant consumer groups as well as educators, comprehensive in scope, and transferable to other segments of society. Project members generated eight instructional modules, a teacher inservice module and a leadership module. Examples of modules included Urban Environmental Development and Planning, Social Services and the Urban Environment, Economics and Politics of Resource Management, and Leisure Activities in the Urban Environment. The modules were field tested by 24 teachers in 10 urban schools in Memphis (Tennessee). Modules were evaluated by students using various measurement instruments including the Module Activity Questionnaire, the individual module tests, the Environmental Aptitude Scale, the Problem Solving Process Inventory, and the Environmental Action Options Scale. Findings indicated that students enjoyed working with P.E.A.C.E. instructional modules and received higher test scores on seven of the eight modules after participating in the project. Findings also indicated that teachers who participated in P.E.A.C.E. inservice training became more knowledgeable about the module topics, objectives and instructional approaches of the project. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01