A Methodological Evaluation of an Environmental Education Survey: Is There a Technological Advantage

Autor/inn/en	Sharp, Ryan L.; Bradley, Michael J.; Maples, James N.
Titel	A Methodological Evaluation of an Environmental Education Survey: Is There a Technological Advantage
Quelle	In: Journal of Outdoor Recreation, Education, and Leadership, 9 (2017) 3, S.275-279 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1948-5123
DOI	10.18666/JOREL-2017-V9-I3-7365
Schlagwörter	Environmental Education; Middle School Students; Grade 7; Student Surveys; Handheld Devices; Outdoor Education; Technology Uses in Education; Statistical Analysis; Kentucky + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Schülerbefragung; Freiluftunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Statistische Analyse
Abstract	Environmental education represents a conceivable way to counter the effects of youth's lack of exposure to the natural environment. However, the effectiveness of these programs is often not evaluated, and when they are, the methods for doing so are not consistent. Without proper and reliable methods of data collection, the results may be inaccurate and lead to false claims. Middle school children were given surveys to measure interest in nature, importance of nature, and environmental stewardship. The students were split into two groups, one that took the survey through a conventional pencil-and-paper method and one that took the survey on a tablet computer (e.g., iPad). The results revealed a difference in how students responded based on how they took the survey. Children may be more willing to provide more truthful responses through digital means and may associate paper surveys with exams or other less desirable activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01