Quantifying a relationship between place-based learning and environmental quality

October 1st, 2012 | RESEARCH

The goal of this study was to investigate the degree to which school-based and nonformal education programs that focus on air quality (AQ) achieved measurable AQ improvements, and whether specific instructional methods were associated with those improvements. We completed a standardized telephone interview with representatives of 54 AQ education programs. Quantitative analysis of these interviews generated three key findings: (1) nearly half (46%) of the programs we studied reported evidence that AQ had actually improved over the course of their projects; (2) most (89%) of the programs we studied took some sort of action to improve AQ; and (3) programs reporting more place-based learning qualities and practices such as service-learning and community partnerships were more likely to report improvements in AQ (r = .40, p < .01).


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Team Members

Brian Johnson, Author, Antioch University
Michael Duffin, Author, PEER Associates, Inc.
Michael Murphy, Author, Massachusetts General Hospital


Identifier Type: issn
Identifier: 1350-4622
Identifier Type: doi
Identifier: 10.1080/13504622.2011.640748

Publication: Environmental Education Research
Volume: 18
Number: 5
Page(s): 609

Related URLs

EBSCO Full Text


Audience: Educators | Teachers | Elementary School Children (6-10) | Middle School Children (11-13) | Museum | ISE Professionals | Scientists | Youth | Teen (up to 17)
Discipline: Ecology | forestry | agriculture | Geoscience and geography | History | policy | law
Resource Type: Research Brief | Research Products
Environment Type: Community Outreach Programs | Informal | Formal Connections | K-12 Programs | Park | Outdoor | Garden Programs | Public Programs