ERIC Number: EJ1021118
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 53
Climate Change Education: Quantitatively Assessing the Impact of a Botanical Garden as an Informal Learning Environment
Sellmann, Daniela; Bogner, Franz X.
Environmental Education Research, v19 n4 p415-429 2013
Although informal learning environments have been studied extensively, ours is one of the first studies to quantitatively assess the impact of learning in botanical gardens on students' cognitive achievement. We observed a group of 10th graders participating in a one-day educational intervention on climate change implemented in a botanical garden. The students completed multiple-choice questionnaires in a pre-post-retention test design. Comparing the test scores revealed a significant short-term knowledge gain as well as a long-term knowledge gain. Consequently, our results show the potentials of botanical gardens as effective learning environments, and for complementing formal school-based learning settings regarding climate change education.
Descriptors: Informal Education, Educational Environment, Climate, Botany, Observation, Multiple Choice Tests, Questionnaires, Pretests Posttests, Environmental Education, Outdoor Education, Achievement Gains, Cognitive Measurement, Retention (Psychology), Grade 10, Gardening, Foreign Countries, High School Students
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; High Schools
Authoring Institution: N/A
Identifiers - Location: Germany