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ERIC Number: EJ800384
Record Type: Journal
Publication Date: 2008
Pages: 14
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-0270-4676
The Comparative Effects of Constructivist versus Traditional Teaching Methods on the Environmental Literacy of Postsecondary Nonscience Majors
Wright, J. Michael
Bulletin of Science, Technology & Society, v28 n4 p324-337 2008
Using a pretest-posttest quasi-experimental control group design, a learning environment study was conducted to evaluate the environmental literacy of postsecondary, nonscience majors. Data were collected from 183 students taking an introductory environmental science class--a 41-question Environmental Literacy Instrument (ELI) prompted students for responses across four subscales of environmental literacy: Knowledge, Beliefs, Opinions, and Self-Perceptions. Differences between presurvey and postsurvey scores were compared to determine whether a constructivist-based or traditional learning environment improved students' environmental literacy more. Results showed that the constructivist-based curriculum was not a significant factor of influence, suggesting that regardless of which learning environment they were exposed to, participants experienced similar improvements to their environmental literacy across a 16-week semester. Given that the findings were contrary to expectations, and counterindicated by several other learning environment studies as well, a broader investigation as to why the two learning environments produced similar results is warranted. (Contains 3 tables and 1 figure.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A