Affiliation:
1. University of Nevada, Reno
Abstract
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.
Subject
General Engineering,Social Sciences (miscellaneous)
Cited by
6 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献