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

August 1st, 2013 | RESEARCH

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.

Document

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Team Members

Daniela Sellmann, Author, University of Bayreuth
Franz Bogner, Author, University of Bayreuth

Citation

Identifier Type: issn
Identifier: 1350-4622
Identifier Type: doi
Identifier: 10.1080/13504622.2012.700696

Publication: Environmental Education Research
Volume: 19
Number: 4
Page(s): 415

Related URLs

EBSCO Full Text

Tags

Audience: Educators | Teachers | Evaluators | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: Climate
Resource Type: Peer-reviewed article | Research Products
Environment Type: Exhibitions | Informal | Formal Connections | K-12 Programs | Park | Outdoor | Garden Programs | Parks | Outdoor | Garden Exhibits | Public Programs