Students and Scientists Connect with Nature in Uganda, East Africa

Autor/inn/en	Johnson-Pynn, Julie S.; Johnson, Laura R.; Kityo, Robert; Lugumya, Douglas
Titel	Students and Scientists Connect with Nature in Uganda, East Africa
Quelle	In: International Journal of Environmental and Science Education, 9 (2014) 3, S.311-327 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306 3065
Schlagwörter	Foreign Countries; Interpersonal Competence; Scientists; Environmental Education; Workshops; Youth; Self Efficacy; Field Experience Programs; Inquiry; College Faculty; Statistical Analysis; Scores; Attitude Measures; Rural Areas; Urban Areas; Gender Differences; Cultural Context; Conservation (Environment); Mentors; Secondary School Students; Uganda + Suchen Sie Ihr Suchwort? Ausland; Interpersonale Kompetenz; Scientist; Wissenschaftler; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lernwerkstatt; Schulung; Jugend; Jugendlicher; Jugendalter; Self-efficacy; Selbstwirksamkeit; Praxisnahes Lernen; Fakultät; Statistische Analyse; Rural area; Ländlicher Raum; Urban area; Stadtregion; Geschlechterkonflikt; Conservation; Environment; Konservierung; Bewahung; Umwelt; Sekundarschüler
Abstract	We studied the impact of environmental education (EE) workshops on Ugandan youth's (N = 84) perceptions of their relationship with nature, self efficacy, and civic attitudes and skills. Two nature-related measures and two measures related to social competencies were administered before and after EE workshops that were designed to educate youth about environmental conservation through field experiences with university scientists and inquiry-based activities with environmental educators. Pre-and post-workshop scores were analyzed using Mixed Design ANOVAs to determine if EE workshop program format length and setting differentially affected male (n = 43) and female (n = 41) participants' perceived benefits of EE workshops. Participants' scores increased following EE workshops, except those in the urban setting, who reported a decrease in their connections to nature compared to those in the rural setting. Longer workshops with more field experiences had the most profound impact on participants' feelings of connection to nature, social competencies, and commitment to civic action. Males showed increases in self efficacy in the rural workshop and greater connectedness to nature in the longer workshops compared to females. Results underscore the importance of considering geographical and cultural contexts when developing and evaluating EE. (As Provided).
Anmerkungen	International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail: editorijese@gmail.com; Web site: http://www.ijese.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10