Exploring Environmental Issues: Places We Live

Authors

  • Sarah Haines Department of Biological Sciences, Towson University, USA
  • Ronald Hermann Hermann Department of Physics, Astronomy, and Geosciences, Towson University, USA

DOI:

https://doi.org/10.5147/ajse.v1i2.75

Keywords:

Environmental education, place-based education, environmental issues, environmental attitudes

Abstract

The Project Learning Tree curriculum Exploring Environmental Issues: Places We Live was evaluated using a quasi-experimental research design that consisted of  pre/post inter vention assessments measuring differences in self-assessed content knowledge, researcher assessed content knowledge, and attitudes.  Treatment groups consisted of  two randomly assigned groups, one group completed 3-lessons and the other group completed 6-lessons.  Analysis indicated the 6-lesson treatment group demonstrated significant gains in all three categories, while the 3-lesson group exhibited significant gains in self-assessed content knowledge. The results suggest that the curriculum is valuable in delivering placebased educational content.

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Published

2017-06-12

Issue

Vol. 1 No. 2 (2011)

Section

ARTICLES