Connecting Urban Youth with Their Environment: The Impact of an Urban Ecology Course on Student Content Knowledge, Environmental Attitudes and Responsible Behaviors

Autor/inn/en	Hashimoto-Martell, Erin A.; McNeill, Katherine L.; Hoffman, Emily M.
Titel	Connecting Urban Youth with Their Environment: The Impact of an Urban Ecology Course on Student Content Knowledge, Environmental Attitudes and Responsible Behaviors
Quelle	In: Research in Science Education, 42 (2012) 5, S.1007-1026 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-011-9233-6
Schlagwörter	Learner Engagement; Investigations; Self Efficacy; Ecology; Urban Youth; Middle School Students; Data Analysis; Interviews; Student Attitudes; Student Motivation + Suchen Sie Ihr Suchwort? Untersuchung; Self-efficacy; Selbstwirksamkeit; Ökologie; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Auswertung; Interviewing; Interviewtechnik; Schülerverhalten; Schulische Motivation
Abstract	This study explores the impact of an urban ecology program on participating middle school students' understanding of science and pro-environmental attitudes and behaviors. We gathered pre and post survey data from four classes and found significant gains in scientific knowledge, but no significant changes in student beliefs regarding the environment. We interviewed 12 students to better understand their beliefs. Although student responses showed they had learned discrete content knowledge, they lacked any ecological understanding of the environment and had mixed perceptions of the course's relevance in their lives. Students reported doing pro-environmental behaviors, but overwhelmingly contributed such actions to influences other than the urban ecology course. Analyses indicated a disconnect between the course, the environment, and the impact on the students' lives. Consequently, this suggests the importance of recognizing the implications of context, culture, and identity development of urban youth. Perhaps by providing explicit connections and skills in urban environmental programs through engaging students in environmental scientific investigations that stem from their own issues and questions can increase student engagement, motivation, and self-efficacy of environmental issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10