Environmental Education's Effects on the Attitudes, Knowledge and Concern For the Environment Among Secondary Students

Environmental science can affect the attitude, knowledge and concern for the environment by creating an atmosphere where students find motivation by participating in hands-on activities. The objective of this study was to document the changes in knowledge, attitude, and concern of students by creating an activity-based curriculum and presenting it to the participants. The participants were three classes of eleventh and twelfth graders. All students in each class participated in the study throughout the entire school year. Before the curriculum was presented, each class was given a pre-test. A post-test was given after the participants had finished the class. The data from the pre- and post-tests were compared for the results. In this study, a multiple choice section tested the knowledge portion of the study. The results showed an amount of difference in the knowledge from the pre-test to the post-test (p < 0.0001). The attitude and concern section was tested by using a constructed response format. Statistical results showed no significant difference from pre- to post-tests (p > 0.050). This study revealed that students exposed to environmental science had a significant increase in knowledge. Even though students did not show a significant improvement on the attitude and concern portion of the survey, the participants showed evidence of a greater positive attitude and concern to the researcher. Students developed a better understanding for their environment and the environmental issues that are in their community and around the world.

Name thesis:degree_name

Master of Science in Biology

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Biology

Year

2004

Author dc:creator

• Fields, Kimberly A.

Contributors dc:contributor

• Janice Greene

• outdoor education
• environmental science
• attitudes
• knowledge
• outdoor curriculum
• Biology

Statement dc:rights

• © Kimberly A. Fields

Repository record dc:identifier

https://bearworks.missouristate.edu/theses/1228

OAI identifier oai:identifier

oai:bearworks.missouristate.edu:theses-2229