Literaturnachweis - Detailanzeige
Autor/inn/en | Jon Schneller, Andrew; Schofield, Casey A.; Frank, Jenna; Hollister, Eliza; Mamuszka, Lauren |
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Titel | A Case Study of Indoor Garden-Based Learning with Hydroponics and Aquaponics: Evaluating Pro-Environmental Knowledge, Perception, and Behavior Change |
Quelle | In: Applied Environmental Education and Communication, 14 (2015) 4, S.256-265 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1533-015X |
DOI | 10.1080/1533015X.2015.1109487 |
Schlagwörter | Grade 5; Grade 6; Gardening; Mixed Methods Research; Teaching Methods; Environmental Education; Knowledge Level; Control Groups; Experimental Groups; Water; Interdisciplinary Approach; Animals; Quasiexperimental Design; Tests; Semi Structured Interviews; Student Attitudes; Focus Groups; Parent Attitudes; Attitude Change; Behavior Change; Learning Disabilities; Pretests Posttests; New York School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Gartenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Umweltbildung; Umwelterziehung; Umweltpädagogik; Wissensbasis; Wasser; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Animal; Tier; Tiere; Examination; Prüfung; Examen; Schülerverhalten; Elternverhalten; Attitudinal change; Einstellungsänderung; Learning handicap; Lernbehinderung |
Abstract | This article reports on a mixed methods evaluation of an indoor garden-based learning curriculum for 5th and 6th graders which incorporated aquaponics and hydroponics technologies. This study provides a better understanding of the extent to which indoor gardening technologies can be used within the formal curriculum as an effective teaching tool. Treatment group students showed statistically significant improvement in environmental knowledge scores as well as higher overall scores on environmental preservation, and in some instances, a commitment to practicing pro-environmental behaviors. Unexpected findings were found in relation to the extent to which students with learning disabilities excelled within the pedagogical design. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |