Young People's Cognitive Achievement as Fostered by Hands-on-Centred Environmental Education

Autor/inn/en	Dieser, Olivia; Bogner, Franz X.
Titel	Young People's Cognitive Achievement as Fostered by Hands-on-Centred Environmental Education
Quelle	In: Environmental Education Research, 22 (2016) 7, S.943-957 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2015.1054265
Schlagwörter	Environmental Education; Teaching Methods; Parks; Outdoor Education; Elementary School Students; Outreach Programs; Conservation (Environment); Quasiexperimental Design; Program Descriptions; Grade 4; Grade 5; Educational Games; Ecology; Biodiversity; Questionnaires; Student Attitudes; Forestry; Foreign Countries; Statistical Analysis; Nonparametric Statistics; Likert Scales; Pretests Posttests; Germany + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Freizeitpark; Freiluftunterricht; Jobcoaching; Conservation; Environment; Konservierung; Bewahung; Umwelt; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Educational game; Lernspiel; Ökologie; Biodiversität; Fragebogen; Schülerverhalten; Forstwissenschaft; Waldwirtschaft; Ausland; Statistische Analyse; Likert-Skala; Deutschland
Abstract	In line with previous studies, where outdoor nature experience was shown to support adolescents' environmental knowledge, our study monitored the influence of a hands-on environmental programme within a National Park on cognitive knowledge achievement. A sample of 4th and 5th graders (n = 289) completed a week-long outreach conservation programme with two follow-up options: the first group (n = 170) interacted with thematic posters, the second group (n = 128) also completed a thematic board game. In a quasi-experimental design, we analysed both versions with regard to achievement efforts and individual situational emotions. Altogether, programme participation added cognitive knowledge, while group one (poster and board game as follow-up option) outmatched group two (just the poster option). Measures of "state" and "situational" emotions regarding the programme and right after game participation revealed positive effects toward knowledge. Thus, we conclude, direct experiences with nature and additional hands-on follow-up activities may foster a student's cognitive achievement in such programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01