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Climate change education: Quantitatively assessing the impact of a botanical garden as an informal learning environment

Title data

Sellmann, Daniela ; Bogner, Franz X.:
Climate change education: Quantitatively assessing the impact of a botanical garden as an informal learning environment.
In: Environmental Education Research. Vol. 19 (2013) Issue 4 . - pp. 415-429.
ISSN 1469-5871
DOI: https://doi.org/10.1080/13504622.2012.700696

Abstract in another language

Although informal learning environments have been studied extensively, ours is one of the first studies to quantitatively assess the impact of learning in botanical gardens on students’ cognitive achievement. We observed a group of 10th graders participating in a one-day educational intervention on climate change implemented in a botanical garden. The students completed multiple-choice questionnaires in a pre-post-retention test design. Comparing the test scores revealed a significant short-term knowledge gain as well as a long-term knowledge gain. Consequently, our results show the potentials of botanical gardens as effective learning environments, and for complementing formal school-based learning settings regarding climate change education.Keywords: environmental education; botanical garden; cognitive achievement;climate change; out-of-school learning

Further data

Item Type: Article in a journal
Refereed: Yes
Additional notes: BAYCEER107790
Institutions of the University: Faculties > Faculty of Biology, Chemistry and Earth Sciences > Department of Biology > Chair Didactics of Biology
Faculties > Faculty of Biology, Chemistry and Earth Sciences > Department of Biology > Chair Didactics of Biology > Chair Didactics of Biology - Univ.-Prof. Dr. Franz Xaver Bogner
Faculties
Faculties > Faculty of Biology, Chemistry and Earth Sciences
Faculties > Faculty of Biology, Chemistry and Earth Sciences > Department of Biology
Result of work at the UBT: Yes
DDC Subjects: 500 Science
Date Deposited: 06 May 2015 14:57
Last Modified: 06 May 2015 14:57
URI: https://eref.uni-bayreuth.de/id/eprint/12938