Climate Change Education: Quantitatively Assessing the Impact of a Botanical Garden as an Informal Learning Environment

Autor/inn/en	Sellmann, Daniela; Bogner, Franz X.
Titel	Climate Change Education: Quantitatively Assessing the Impact of a Botanical Garden as an Informal Learning Environment
Quelle	In: Environmental Education Research, 19 (2013) 4, S.415-429 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2012.700696
Schlagwörter	Informal Education; Educational Environment; Climate; Botany; Observation; Multiple Choice Tests; Questionnaires; Pretests Posttests; Environmental Education; Outdoor Education; Achievement Gains; Cognitive Measurement; Retention (Psychology); Grade 10; Gardening; Foreign Countries; High School Students; Germany + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Klima; Botanik; Beobachtung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Fragebogen; Umweltbildung; Umwelterziehung; Umweltpädagogik; Freiluftunterricht; Achievement gain; Leistungssteigerung; Merkfähigkeit; Gartenarbeit; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Deutschland
Abstract	Although informal learning environments have been studied extensively, ours is one of the first studies to quantitatively assess the impact of learning in botanical gardens on students' cognitive achievement. We observed a group of 10th graders participating in a one-day educational intervention on climate change implemented in a botanical garden. The students completed multiple-choice questionnaires in a pre-post-retention test design. Comparing the test scores revealed a significant short-term knowledge gain as well as a long-term knowledge gain. Consequently, our results show the potentials of botanical gardens as effective learning environments, and for complementing formal school-based learning settings regarding climate change education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10