home icon user icon
Welcome to International Network for Natural Sciences | INNS Pub.
Home My Account
Submit Manuscript
double_slash
breadcumb_bg

The effectiveness of experience and nature-based learning activities in enhancing students environmental attitude

Paper Details

Research Paper 01/04/2018
Views (649) Download (16)
current_issue_feature_image
publication_file

The effectiveness of experience and nature-based learning activities in enhancing students environmental attitude

Gilbert C. Magulod Jr.
J. Bio. Env. Sci.12( 4), 127-138, April 2018.
Certificate: JBES 2018 [Generate Certificate]
Key: College studentsEnvironmental attitudeEnvironmental educationExperienced-based learning activities

Abstract

This study investigated the effectiveness of experience and nature-based learning activities in enhancing college students’ environmental attitude. It employed pre-test-post-test experimental research design. The participants were the class of fifty-three college students of a higher education institution in Region 2, Philippines. Seven learning activities were employed by the researcher namely pamphlets making, environmental-themed movie poster making, collage making, miniature plant exhibit, vegetable gardening, community clean-up service, recycled art crafts making, and tree planting drive. In like manner, the pre-attitude score and post-attitude scores in the standardize environmental attitude inventory test were compared and the significant differences were determined using paired sample t-test. Results of the study revealed that the different experience-based learning activities were generally rated interesting. Moreover, it was also revealed that the different learning activities significantly increased the environmental attitude of the students towards nature enjoyment, support for interventions and conservation policies environmental movement activism, conservation motivated by anthropocentric concern, confidence in science and technology, environmental threat, altering nature, personal conservation behavior, human dominance over nature, human utilization of nature, and ecocentric concern. This implies that allowing students to be exposed to the different environmental learning activities where direct learning experience is involved significantly increased students environmental construct.

VIEWS 45
Cover PDF

Aydin F. 2010. “Geography Teacher Candidates’ Views about Environment Problems and Environment Education (Gazi University Case)”, International Online Journal of Educational Sciences 2(3), 818-839.

Ballantyne R, Packer J. 2002. Nature-based excursions: School students’ perceptions of learning in natural environments. International Research in Geographical and Environmental Education 11(3), 218-236.

Bradley JC, Waliczek TM, Zajicek JM. 1999. “Relationship between Environmental Knowledge and Environmental Attitude of High School Students”, The Journal of Environmental Education 30(3), 17-21.

Coertjens L, Pauw JB, Maeyer SD, Petegem PV. 2010. Do schools make a difference in their students’ environmental attitudes and awareness? Evidence from PISA 2006. S. et al. Int J of Sci and Math Educ 8, 497. https://doi.org/10.1007/s10763-010-9200-0

Jacobson SK, McDuff M, Monroe MC. 2007. Promoting conservation through the arts: outreach for hearts and minds. Conservation Biology 21:7-10. http://dx.doi.org/10.1111/j.1523-1739.2006.00596.x

Jokinen J. 2016. Field Notes: Youth and the Environment. Retrieved September 8, 2016, fromwww.iyfnet.org/sites/default/files/fieldnotes/eniro nment.pdf

Karsch K. 2003. Integrating horticulture biology and coastal issues into the middle school science curriculum. Louisiana Department of Horticulture. Master Thesis University of Lousiana.

Keles O. 2017. Investigation of pre-service Science Teachers’ Attitudes towards Sustainable Environmental Education. Higher Education Studies Vol. 7, No. 3. Canadian Center for Science and Education.

Lee SJ, Lee SC. 2008. National Service Training Program, Resource- Log book 2md edition, pages 23-51. C & E Publishing, Inc., Quezon City, Metro Manila.

Magulod G, Jr C. 2017. Climate change awareness and environmental attitude of College students in one campus of a State University in the Philippines. Journal of Biodiversity and Environmental Sciences (JBES) ISSN: 2220-6663 (Print) 2222-3045 (Online) Vol. 12, No. 2, p. 211-220, 2018. www.innspub.net

Marku B, Howard P, King D. 1993. Integrating community service and classroom instruction enhances learning: Results from experience. Education evaluation and policy analysis winter 15(4), 410-419.

Matsuo M, Christina WY, Wong CWY, Kee-hung L. 2008. Experience-based learning of Japanese IT Professionals: A qualitative research. Journal of Strategic Information Systems 17(3), 202-213.

Mc Pherson EG, Rowntree RA. 1993. Energy conservation potential of urban tree planting. Journal of Arboriculture 19(6), 321-331.

Miles M. 2010. Representing the nature: art and climate change. Cultural Geographies 17(1), 19-35. http://dx/doi.org/10.1177/147-4474009349997.

Milfont TL, Duckitt J. 2010. The environmental attitudes inventory: a valid and reliable measure to assess the structure of environmental attitudes. Journal of Environmental Psychology, Elsevier 30, 80-94.

Nasa N. 2010. Environmental knowledge, attitude, and practices of student teachers. Journal International Research in Geographical and Environmental Education  19, 2010- Issue 1. Retrieved www.tandfonline.com/doi/abs/10. 1080/10382040903545534

Palmer J, Neal P. 1994. The Handbook of Environmental Education, Routledge, 1994.

Pe’er S, Goldman D, Yavetz B. 2007. “Environmental Literacy in Teacher Training: Attitudes, Knowledge, and Environmental Behavior of Beginning Students”, The Journal of Environmental Education 39(1), 45-59.

Poza-Vilches MF, Gutiérrez-Pérez J, López-Alcarria A. 2016. Greening Spanish primary schools: students and teachers attitudes to centers committed to sustainability. SHS Web of Conferences 26, 01043.

Rios AO, Llorente MTP, Viches MFP. 2017. Pro-environmental attitudes and teaching practice in Secondary Schools located in natural protected areas from the perception of students: the case of Níjar Fields (Almería -Spain). Elsevier, Procedia – Social and Behavioral Sciences 237 (2017), 1112 – 1118.

Rosenthal AT. 2003. Teaching systems thinking and practice through environmental art. Ethics and the Environment 8(1), 153-168. http://dx.doi.org/ 10.1353/een.2003.0013

Schultz PW, Oskamp S, Mainieri T. 2005. Values and their relationship to environmental concern and conservation behavior, J. Cross-Cultural Psychology 36, 457-475.

Tyrvainen L, Pauleit S, Seeland K, de Veries S. 2005. Benefits and uses or urban forests and trees.

Waliczek T, Zajicek J. 1989. School gardening: improving environmental attitude. Journal of Environmental Horticulture 14(4), 180-184.

Young CF, Young JA. 2010. Developing effective brochures for increasing knowledge of environmental problems: The case of the Gypsy Moth. The Journal of Environmental Education 25, 27-34.

Submit Manuscript