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EJ981055 - Environmental Education for the Masses: Lessons from a Large, General Enrollment Environmental Studies Course

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ERIC #:	EJ981055
Title:	Environmental Education for the Masses: Lessons from a Large, General Enrollment Environmental Studies Course
Authors:	Wixon, Devin L.; Balser, Teri C.
Descriptors:	Environmental Education; Large Group Instruction; Attitude Change; Outcomes of Education; Introductory Courses; Student Characteristics; Prior Learning; College Instruction; Nonmajors; Comparative Analysis; Correlation; Instructional Effectiveness; College Students
Source:	Journal of Environmental Studies and Sciences, v2 n3 p239-248 Sep 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Date:	2012-09-00
Pages:	10
Pub Types:	Journal Articles; Reports - Research
Abstract:	One critical tool for creating an environmentally literate citizenry is to reach students other than those in environmental-related majors in the form of the university-level large introductory environmental studies course. In this study, we relate student academic background to initial and final environmental awareness results. We found that students from a wide range of backgrounds begin with similar motivation for taking the class and uniformly low environmental knowledge. Our results indicate that a low-credit, engaging introductory environmental studies class can strongly impact student awareness independent of diverse learner academic backgrounds. For example, results suggest that students taking the course primarily to meet science breadth requirements and students with a strong previous science background had equivalent initial awareness and course outcomes. The lack of a correlation with background suggests that students are not learning about environmental studies in other classes and reinforces the importance of investing in nonmajors-focused environmental education. Additionally, our findings support the importance of affective learning gains, such as attitude changes, which we term "learning to care".
Abstractor:	As Provided
Reference Count:	28

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-2190-6483
Audiences:	N/A
Languages:	English
Education Level:	Higher Education; Postsecondary Education
Direct Link:	http://dx.doi.org/10.1007/s13412-011-0065-5

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