Measuring Environmental Education Program Impacts and Learning in the Field: Using an Action Research Cycle to Develop a Tool for Use with Young Students
Measuring Environmental Education Program Impacts and Learning in the Field: Using an Action Research Cycle to Develop a Tool for Use with Young Students
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衡量环境教育计划的影响和现场学习：利用行动研究周期开发供年轻学生使用的工具
DOI：
10.1017/s0814062600000926
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发表时间：
2005
影响因子：
1.6
通讯作者：
M. Everett
中科院分区：
文献类型：
--
作者：
R. Ballantyne;J. Packer;M. Everett
尽管记录环境教育方案对学生学习可持续性的影响越来越重要，也越来越有兴趣，但目前很少有工具可以衡量青年学生在知识、技能、态度和行为等所有方面的环境学习情况。本文报道了这样一个工具的发展，使用迭代行动研究过程与134名学生，年龄在6至11岁，在澳大利亚昆士兰州的环境教育中心参加课程。由此产生的工具，环境学习成果调查（ELOS）纳入了学生参与学习过程的观察，以及测量学习成果，并允许这两个方面被链接到环境教育计划的特定组成部分。使用该仪器的测试数据报告，以说明其潜在的有用性。据设想，完善的工具（附录）将使研究人员能够衡量学生在现场的环境学习，调查环境教育计划的影响，并确定在促进学生学习最有效的方案方面。
Despite the increasing importance of, and interest in, documenting the impact of environmental education programs on students' learning for sustainability, few tools are currently available to measure young students' environmental learning across all the dimensions of knowledge, skills, attitudes and behaviours. This paper reports on the development of such a tool, using an iterative action research process with 134 students, aged six to eleven, attending programs at an Environmental Education Centre in Queensland, Australia. The resulting instrument, the Environmental Learning Outcomes Survey (ELOS) incorporates observations of students' engagement in learning processes as well as measuring learning outcomes, and allows both of these aspects to be linked to particular components of the environmental education program. Test data using the instrument are reported to illustrate its potential usefulness. It is envisaged that the refined instrument (appended) will enable researchers to measure student environmental learning in the field, investigate environmental education program impacts and identify aspects of programs that are most effective in facilitating student learning.