ERIC Number: EJ680718
Record Type: Journal
Publication Date: 2004-Nov-1
Reference Count: 21
The Effects of Environment-Based Education on Students' Critical Thinking Skills and Disposition toward Critical Thinking
Ernst, Julie; Monroe, Martha
Environmental Education Research, v10 n4 p507-522 Nov 2004
This study examined the relationship between environment-based education and high school students' critical thinking skills and disposition toward critical thinking. Four hundred four 9th and 12th grade students from 11 Florida high schools participated in the study. A Pretest-Posttest Nonequivalent Comparison Group Design (9th grade) and a Posttest Only Nonequivalent Comparison Group Design (12th grade) were used. Interviews of students and teachers were used in the classic sense of triangulation. Data collection took place over the 2001-2002 school year. When controlling for pretest score, grade point average (GPA), gender, and ethnicity, environment-based programs had a positive effect on 9th grade students' critical thinking skills (p=.002). When controlling for GPA, gender, and ethnicity, environment-based programs had a positive effect on 12th grade students' critical thinking skills (p is less than .001) and disposition toward critical thinking (p is less than .001). The results of this study support the use of environment-based education for improving critical thinking and can be used to guide future implementation.
Descriptors: Cognitive Processes, Critical Thinking, Ethnicity, Thinking Skills, Grade Point Average, Environmental Education, High School Students, Pretests Posttests, Skill Development
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 12; Grade 9; High Schools
Authoring Institution: N/A