Comparing Teaching Methods in an Environmental Education Field Trip Program

Autor/inn/en	Pearce, Michelle K.; Lee, Tammy D.
Titel	Comparing Teaching Methods in an Environmental Education Field Trip Program
Quelle	In: Journal of Interdisciplinary Teacher Leadership, 5 (2021) 1, (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2474-7432
Schlagwörter	Environmental Education; Teaching Methods; Field Trips; Grade 3; Elementary School Students; Program Effectiveness; Knowledge Level; Inquiry; Student Centered Learning; Soil Science; Science Education + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Exkursion; School year 03; 3. Schuljahr; Schuljahr 03; Wissensbasis; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Bodenkunde; Naturwissenschaftliche Bildung
Abstract	This study investigates the impact of instructional methods based on a one-day informal science field experience comparing a teacher-centered methodology versus a student-centered (inquiry-based) methodology. The 5E learning cycle was selected as the framework for implementing the inquiry-based learning for the treatment groups as it provides the structure of the constructivist learning cycle (Duran & Duran, 2004). The research design followed a quasi-experimental design with a total of three control and three treatment groups representing two individual schools. Each school included at least one treatment and one control group. The study included 117 third grade students. Both groups were given a pre and post assessment measuring the impact of the instructional method of inquiry presented in the 5E format. An independent-measures t-test was used to analyze the results of the means for the post-test assessments (treatment and control) and the means of the retention assessments. Pre-tests indicated variations of prior knowledge between the control and treatment groups. Post-tests indicated similar results of knowledge gains. However, the retention tests for the treatment groups revealed students increased their knowledge from the time of their post-test. The control groups' retention results were similar to their post-test results indicating knowledge was maintained. (As Provided).
Anmerkungen	Kenan Fellows Program for Teacher Leadership at NC State University. 1070 Partners Way, Hunt Library Suite 500, NCSU Centennial Campus, Raleigh, NC 27606. Tel: 919-515-5118; Fax: 919-515-5831; e-mail: kenanfellows@ncsu.edu; Web site: https://kenanfellows.org/journals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01