Green Classroom vs. Classroom -- Influence of Teaching Approaches, Learning Settings, and State Emotions on Environmental Values of Primary School Children

Autor/inn/en	Glaab, Sabine; Heyne, Thomas
Titel	Green Classroom vs. Classroom -- Influence of Teaching Approaches, Learning Settings, and State Emotions on Environmental Values of Primary School Children
Quelle	In: Applied Environmental Education and Communication, 18 (2019) 2, S.179-190 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Glaab, Sabine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-015X
DOI	10.1080/1533015X.2018.1450169
Schlagwörter	Elementary School Students; Student Attitudes; Conservation (Environment); Wildlife; Teaching Methods; Student Centered Learning; Conventional Instruction; Educational Environment; Grade 3; Parks; Emotional Response; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Schülerverhalten; Conservation; Environment; Konservierung; Bewahung; Umwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; School year 03; 3. Schuljahr; Schuljahr 03; Freizeitpark; Emotionales Verhalten; Ausland; Deutschland
Abstract	We evaluated environmental values of primary school children during a one-day program at a wildlife park and compared the outcomes concerning two different forms of instruction (teacher-centered, student-centered) as well as two different surroundings of learning settings (wildlife park, school) while observing state emotions. A total of 441 primary school children (average age 8.87 ± 0.56 years) learned about the importance of preserving the habitat of the European wildcat. A questionnaire based on an established model was administered. Students' preservation values changed significantly at the wildlife park as well as at school with no significant differences between forms of instruction and state emotions overall. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01