Which approaches are associated with better outcomes? Evidence from a national study of environmental education field trip programs for adolescent youth in the United States
Which approaches are associated with better outcomes? Evidence from a national study of environmental education field trip programs for adolescent youth in the United States
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DOI：
10.1080/13504622.2022.2145270
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发表时间：
2022-11
影响因子：
3.2
通讯作者：
R. B. Powell;M. Stern;B. T. Frensley
中科院分区：
文献类型：
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作者：
R. B. Powell;M. Stern;B. T. Frensley
摘要在环境教育（EE）中，哪些方法与更好的学生学习成果相关？我们观察了299个为期一天的EE实地考察项目的样本，这些项目发生在美国5-8年级（9至14岁）的青少年中。我们跟踪了66个项目，教育者和设置特征的使用程度和实施质量，并在项目结束后立即使用回顾性调查测量学生的成果。一系列补充测试确定了11个与学习成果最有力和最一致的特征，占学习成果方差的18%。这些因素包括小组规模、自然性、新奇、基于场所的教学法、口头参与、质量问题、过渡和分期，以及教育者提供的反应能力、舒适性和清晰度以及情感支持。在环境工程领域，一些最普遍推广的做法很少得到遵守。对实践和研究的影响进行了讨论。
Abstract Which approaches are associated with better student learning outcomes in environmental education (EE)? We observed a sample of 299 day-long EE field trip programs occurring across the U.S.A. for youth in grades 5–8 (ages 9 to 14). We tracked the extent of use and quality of implementation of 66 programmatic, educator, and setting characteristics and measured student outcomes immediately after the programs using a retrospective survey. A series of complementary tests identified 11 characteristics that were most powerfully and consistently associated with learning outcomes, accounting for 18% of variance in learning outcomes. These included group size, naturalness, novelty, place-based pedagogy, verbal engagement, quality questions, transitions, and staging, as well as the responsiveness, comfort and clarity, and emotional support provided by the educator. Some of the most commonly promoted practices in the EE field were rarely observed. Implications are discussed for both practice and research.