A Comparative Evaluation of Values-Oriented and Non-Values-Oriented Environmental Education Materials. Final Report.

Autor/inn/en	Superka, Douglas P.; Harms, Norris
Institution	Social Science Education Consortium, Inc., Boulder, CO.
Titel	A Comparative Evaluation of Values-Oriented and Non-Values-Oriented Environmental Education Materials. Final Report.
Quelle	(1977), (234 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cognitive Objectives; Comparative Analysis; Curriculum Evaluation; Educational Objectives; Educational Research; Energy; Environmental Education; Inquiry; Knowledge Level; Science Education; Secondary Education; Student Attitudes; Teacher Attitudes; Values + Suchen Sie Ihr Suchwort? Kognitives Lernziel; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsforschung; Pädagogische Forschung; Energie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Wissensbasis; Naturwissenschaftliche Bildung; Sekundarbereich; Schülerverhalten; Lehrerverhalten; Wertbegriff
Abstract	The document reports on a study of how different environmental education curriculum units affected secondary students' knowledge of and attitudes toward energy and environmental issues. The sample consisted of 16 secondary science and social studies teachers and 32 classrooms with over 600 students in nine Colorado school districts. Eight teachers used an inquiry approach and the other eight teachers used a values-oriented approach to teach a six week environmental education unit. All teachers used non-environmental education classes as control groups. Pre- and posttests and student and teacher questionnaires examined 16 variables, including general knowledge of environmental and energy issues; belief in the seriousness and importance of environmental and energy problems; feeling an ability to help solve environmental/energy problems; and supporting political, legal, educational, personal, and lifestyle solutions to environmental problems. Findings indicated that both treatments produced statistically significant cognitive gains which compared to control classes and that the values-oriented approach did encourage positive attitudes toward energy vs. environment tradeoffs and lifestyle solutions to energy problems. The conclusion is that there was no difference in students' gains in knowledge and only slight difference in attitudes toward environmental issues as a result of participating in a unit based on a values-oriented or inquiry approach. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01