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Figueiredo, Vera Lucia. "EVALUATION OF ENVIRONMENTAL EDUCATION AT NORTHBAY ENVIRONMENTAL EDUCATION CENTER, NORTH EAST, MARYLAND." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1209674551.
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Martin, Heather Lee. "The Development and Evaluation of - A Guidebook for Evaluating Residential Outdoor Education Programs (R.O.P.E.)." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392823556.
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Lovell, Rebecca. "Evaluation of physical activity at Forest School." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/4146.
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While the health benefits of physical activity are commonly recognised, increasing evidence indicates that significant percentages of children, particularly girls, are not sufficiently physically active. Children spend a large proportion of their waking day at school; however their opportunities to be physically active during the school day, beyond the traditional PE lesson and break times, are limited. Increasing children’s levels of physical activity during their time at school may be a key approach to increasing children’s overall levels of physical activity. The aim of this study was to evaluate the outdoor education programme ‘Forest School’ as a source of school based physical activity. A review of existing research showed that there had been no rigorous evaluation of physical activity during Forest School sessions. A two phase mixed method design was used. The first phase used a repeated measures controlled design to objectively measure the amount, intensity, duration and frequency of the participants’ (n26 age 9-10) physical activity during Forest School. The second phase used semi-structured paired interviews (n24 age 10-11) to understand the subjective experience of the Forest School physical activity. The study was conducted in the central belt of Scotland. The results showed that during Forest School sessions the participants engaged in a significantly greater total amount of physical activity, at a higher intensity, and with a greater frequency of longer bouts, in comparison to the typical school days. The children were also shown to reach the recommended hour of MVPA during the Forest School sessions. The children reported enjoying and appreciating the opportunity to be physically active in an environment they had little previous experience of using. Existing barriers to physical activity in other contexts, in particular bad weather and low motivation, did not appear to be relevant at Forest School. The inequality in levels of physical activity and motivation to be physically active, between males and females, was shown to typically be lower on the Forest School days. The findings suggest participation in Forest School resulted in greater quantities of inclusive and enjoyable physical activity at higher intensities than otherwise experienced at school.
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Meltzer, Nathan W. "An investigation of the effect of an outdoor orientation program on participants' biophilic expressions." Thesis, Prescott College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557883.
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This exploratory study investigated the effect of a twenty-one day outdoor orientation program (OOP) on participants' relationships with the natural world, as understood via the lens of biophilia. The primary research question was "Does the Prescott College New Student Orientation have an effect on participants' biophilic profiles, as measured by the Kellert-Shorb Biophilic Values Indicator (KSBVI)?" Biophilic profiles were calculated pre and post with the KSBVI, a 99-question survey that shows survey-takers' expressions of each of the nine biophilic responses at a specific moment in time. The KSBVI was administered to instructors and participants prior to the trip and to participants on the last day in the field; instructors also completed a questionnaire about the curriculum implemented. Correlation analyses showed highly stable biophilic expressions over time, and paired-sample t-tests showed changed on 8 of the 9 KSBVI subscales. Alpha tests indicated that the KSBVI had acceptable reliability as a whole, however the aesthetic and symbolic subscales showed poor reliability. The KSBVI was determined to be a promising tool for understanding how OOP and WEP participants relate to the natural world through the lens of biophilia, however further research is warranted to better understand the KSBVI's strengths and limitations. This research determined that participation on this OOP may have influenced change in these participants' relationships with the natural world, with strong evidence for the impact of the curriculum on type and amount of change in biophilic expression.
Keywords: biophilia, adventure education (AE), outdoor orientation program (OOP), Kellert-Shorb Biophilic Values Indicator (KSBVI), Wilderness Experience Program (WEP)
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Cooley, Sam Joseph. "Developing groupwork through outdoor adventure education : a systematic evaluation of learning and transfer in higher education." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6275/.
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For the majority of students, the ability to work effectively with others is an important part of higher education and future employment. Outdoor adventure education (OAE) courses are therefore used in higher education to provide students with a unique and challenging environment for developing transferrable groupwork skills. Working in an action research setting and informed by the Kirkpatrick model of training evaluation, the aim of this thesis was to investigate students’ experiences of OAE and the processes that underpin learning and transfer. Following a review of existing literature (Study 1), four empirical studies were employed using mixed methods. Qualitative methods were used to explore students’ experiences whilst immersed in OAE (Study 2) and when returning to education and entering employment, from a student, alumni, academic staff, and instructor perspective (Study 3). Questionnaires were also implemented to measure changes before and after OAE (Study 4) and again at follow-up (Study 5). OAE was found to improve groupwork skills, attitudes, and self-efficacy, resulting in improved academic groupwork, greater confidence, satisfaction, integration, and employability. Transfer was not achieved in all students however, and the thesis introduces a model for optimising learning and transfer (MOLT), which outlines the personal and environmental processes through which learning and transfer was achieved. Support is provided for existing theories within the literature and practical recommendations are made to further develop OAE. Novel research methods are also introduced such as a semi-structured video diary room.
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Pronsolino, Daniel Thomas. "Outcomes Associated with Outward Bound and NOLS Programs: A Means-End Study." DigitalCommons@CalPoly, 2009. https://digitalcommons.calpoly.edu/theses/226.
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Outward Bound and the National Outdoor Leadership School (NOLS) are two of the United State’s largest providers of outdoor education and adventure recreation programs. While many studies have examined the outcomes of the different organizations individually, there is very little comparative research. This study compared the attributes, consequences, and values obtained by 510 participants of courses 14 days or longer in the Rocky Mountain region during the summer of 2006.
Means-end theory was used to analyze data obtained from participants through personal interviews. Means-end theory links the physical objects or services, the means, with the outcomes and the personal values of the individual, the ends (Klenosky, Frauman, Norman, & Gengler 1998). The theory focuses on the interrelationship among attributes, consequences, and values, as three levels of abstraction (Goldenberg, Klenosky, O’Leary, & Templin, 2000).
Data were collected using a convenience sampling method from OB schools in Leadville, Marble, and Silverton, Colorado and the NOLS headquarters in Lander, Wyoming, for a total of 162 OB participants and 348 NOLS participants. Interview questions were entered into LadderMap software, a program used to analyze means-end data. Content codes were developed and then tested by an additional researcher to measure intercoder reliability. An implication matrix was then created to tabulate the frequency of concepts being associated with one another. Hierarchical value maps (HVMs) were then created to graphically depict the themes and relationships that surfaced in the implication matrix.
Seven HVMs were developed to visually present the data for all participants, all NOLS participants, all OB participants, OB males, OB females, NOLS males, and NOLS females. Though all HVMs were varied, some themes emerged by organization. For example, all NOLS participants had slightly more significant links to hard skills development than did their OB counterparts. NOLS and OB females stated being challenged and interactions as their most significant consequences yet corresponding males had slightly less emphasis on being challenged and more emphasis on new experience.
This study produced more similarities than differences among the various subsets of the population. For example all HVMs showed a clear link from multiple attributes to independence, and ultimately to transference and additional values. The HVMs showed that new experiences, being challenged, and group interactions were significant components for all participants. The most common values obtained also demonstrate great similarity among participant demographics. These values include transference, sense of accomplishment, self respect/esteem/confidence, and self-awareness.
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McKay, Jennifer L. "A mission-based evaluation of a summer camping program for low-income youths an examination of spiritual, personal and social outcomes /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0172.
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Keeling, Angela. "'Amazing Carefree-Awesomeness' : a realistic evaluation exploring the perceived effect of outdoor residential education on the psychological wellbeing of primary-aged pupils." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7925/.
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The aims of this study were to examine whether pupils attending a programme at a residential outdoor education centre experienced an increase in psychological wellbeing and to explore the underlying mechanisms behind any increase. This was achieved through the use of a mixed methods framework, based on a Realistic Evaluation approach (Pawson and Tilley, 1997). Realist Synthesis was carried out to derive tentative programme theories from the extant literature. These tentative programme theories were then tested based on data collected from focus groups with pupils and residential centre staff, interviews with school staff, pre- and post- intervention measures of pupil psychological wellbeing, and observations, recorded as field notes during the residential. The results suggested that pupils experienced a small, but non-significant increase in psychological wellbeing. Four final programme theories were developed, concerning Risk and Challenge, The Natural Environment, The Supportive Community and Independence. Limitations of the research are discussed, along with directions for future research. Implications for the role of the educational psychologist are highlighted.
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Brooker, Ian. "Social competence a study of adolescents in an outdoor setting /." Master's thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/84422.
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Thesis (MEd) -- Macquarie University, Australian Centre for Educational Studies, School of Education, 2008.Bibliography: leaves 86-89.
Introduction -- Literature review -- The challenge program -- Methodology -- Analysis of questionnaire data -- Analysis of interviews -- Discussion of results.
This study investigates the effects of a week long challenge program on adolescents' social skills and in particular social competence. Current research has shown that there can be positive outcomes for participants attending outdoor education programs, however little is known about the nature and causes of such effects for short term programs. -- Thirty six students attending schools in the Sutherland Shire, south of Sydney were nominated by teachers to attend the week long program and subsequent follow-up sessions. The Life Effectiveness Questionnaire H-1 (Neill, Marsh & Richards, 2003) was completed pre and post program and again six months later. This was used to quantify any change that occurred in the eight constructs measured by the questionnaire deemed to constitute "life effectiveness' in the post program period. -- A cohort of students (n=100) was interviewed immediately after the program and six months later. The questioning sought to determine if participants observed changes in their own social skills and those of others. Interviwees were also asked to identify specific activities that they felt were of general benefit and assisted in the development of personal social skills. The instructor and supervising teacher who attended the same program were asked to identify changes in participants and significant events that may have contributed to participants' reported changes. -- Results from the questionnaire showed significant gains in the constructs of Social Competence and Time Management. These however declined over the sixth month period after the program. It appears that the effect of short term outdoor education programs on Life Effectiveness is short lived. In contrast, the qualitative data collected from interviews showed that participants had observed changes in their social skills and attributed these to the challenge and group activities within the program. Participants reported that these benefits were long lasting. -- The findings of this study demonstrate the positive benefits of short term outdoor education programs and the need to further investigate the post program experience.
Mode of access: World Wide Web.
viii, 94 leaves ill
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Anderson, Chessa Eckels. "Tryon Trekkers: An Evaluation of a STEM Based Afterschool Program for At-Risk Youth." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2720.
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This study contributed to the body of research that supports a holistic model of afterschool learning through the design of an afterschool intervention that benefits elementary school students of low socioeconomic status. This qualitative study evaluated a science focused afterschool curriculum that was designed using principles from Risk and Resiliency Theory, academic motivation theories, science core ideas from the Next Generation Science Standards, and used environmental education philosophy. The research question of this study is: how does an outdoor and STEM based afterschool program impact at-risk students' self-efficacy, belonging and engagement and ability to apply conceptual knowledge of environmental science topics? The study collected information about the participants' affective experiences during the intervention using structured and ethnographic observations and semi-structured interviews. Observations and interviews were coded and analyzed to find patterns in participants' responses. Three participant profiles were developed using the structured observations and ethnographic observations to provide an in depth understanding of the participant experience. The study also assessed the participants' abilities to apply conceptual understanding of the program's science topics by integrating an application of conceptual knowledge task into the curriculum. This task in the form of a participant project was assessed using an adapted version of the Portland Metro STEM Partnership's Application of Conceptual Knowledge Rubric. Results in the study showed that participants demonstrated self-efficacy, a sense of belonging and engagement during the program. Over half of the participants in the study demonstrated a proficient understanding of program concepts. Overall, this holistic afterschool program demonstrated that specific instructional practices and a multi-modal science curriculum helped to support the social and emotional needs of at-risk children.
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Cummings, Jason Phillip. "A Longitudinal Study of the Outcomes from Participation in Wilderness Adventure Education Programs." DigitalCommons@CalPoly, 2009. https://digitalcommons.calpoly.edu/theses/192.
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The results from this study suggest that participants of wilderness adventure education programs offered by Outward Bound and the National Outdoor Leadership School felt challenged by many of the experiences from their programs. Interactions with their group helped in dealing with the challenges presented by the experience. The development of hard skills gave participants a confidence in their abilities to survive and feel safe in these wilderness environments, which allowed them to relax and enjoy the experience, develop new perspectives, become motivated and inspired, and develop a sense of independence. Participants developed a sense of growth and maturity from their experiences, which upon reflection led to a sense of accomplishment. This sense of accomplishment led to transference of program benefits and values into participants’ lives, particularly in greater self-respect/esteem/confidence.
The purpose of this study was to gain a better understanding of the outcomes that individuals experienced from wilderness adventure programs and the effects they had on participants’ lives. Means-end theory was used to understand the outcomes, more specifically attributes, consequences, and values, and their connections to each other. This study was longitudinal in nature and a comparison between the original data collection and follow-up interviews was done to investigate reported change in values over time. The results from this study show that the outcomes from participation in the Outward Bound and NOLS programs were transferring into participant’s lives and leaving a lasting impression.
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VanDevelder, Melinda J. "A WATERSHED MOMENT: IMPLEMENTING STATE ENVIRONMENTAL LITERACY POLICY INTO A CENTRAL VIRGINIA SCHOOL DISTRICT." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5478.
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Abstract
A WATERSHED MOMENT: IMPLEMENTING STATE ENVIRONMENTAL LITERACY POLICY INTO A CENTRAL VIRGINIA SCHOOL DISTRICT
By Melinda J. VanDevelder, Ph.D.
A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University.
Virginia Commonwealth University, 2018
Director: Charol Shakeshaft, Ph.D., Professor, Department of Educational Leadership
Policy goals may be impossible to achieve at the classroom level (Ravitch, 2014), as policy depends on those who implement it (Lipsky, 1980). The purpose of this research was to investigate how the voluntary environmental educational executive order, EO42, was implemented and executed in a Central Virginia Public School district. The requirements of EO42 were former Virginia Governor MacAuliffe’s response to a multi-state policy he signed called the 2014 Chesapeake Bay Watershed Agreement, which called for all Virginia public education schools to implement Meaningful Watershed Educational Experiences (MWEEs) with students at the elementary, middle, and high school levels. Interviews of state educational and environmental policy-makers indicated EO42 was a hurried process that came without funding and which was done, in large part, to make a political statement. An interview of the Central County Public School’s science specialist portrays the practices used with local environmental outreach educators in order to prepare 64 middle and high school science teachers to implement MWEE lessons required by EO42 for the 2015-2016 school year. A 2 x 2 Chi-squared analysis done on data collected from teacher surveys indicated a statistically significant difference [Chi-squared (1 d.f.) = 4.17, p < 0.05] between teachers’ professional development attendance and teachers’ perceived ability to complete a MWEE lesson with their students. Analyzed teacher survey data also indicates that teachers who had attempted MWEEs in prior years were more likely to attempt a MWEE with their students [t (61) = -2.846, p = 0.006] than were teachers who had not. Though 83% of teachers reported completing a MWEE with the majority of their students, analysis of teacher-reported lessons indicated that only 22% of teachers completed the four components required of a MWEE (environmental issue definition, an outdoor field experience, an action project, and project synthesis and conclusion). Results indicate that there is much work to be done when introducing new policy into secondary schools (Ball, Maguire, & Braun, 2012).
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Saint-Martin, Carine. "Evaluation de séjours de rupture pour des adolescents en grandes difficultés : approches méthodologique et théorique." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2012. http://tel.archives-ouvertes.fr/tel-00708810.
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Les adolescents difficiles préoccupent de plus en plus nos politiques et interrogent particulièrement les différents professionnels œuvrant auprès d'eux (travailleurs sociaux, psychologues, etc.). Ces jeunes sont essentiellement repérés par notre société au travers de leurs actes oppositionnels et délinquants, voire violents, mais moins pour leurs souffrances pourtant multiples. Les spécialistes du soin et du travail social cherchent par ailleurs à pouvoir prendre en charge cette jeunesse et leurs familles de façon la plus adaptée possible en fonction des problématique relevées. La Protection de l'Enfance repère les enfants et adolescents en danger dans leur environnement et/ou dans leur famille et propose des placements et des accompagnements médico-sociaux et éducatifs par le biais de l'Aide Sociale à l'Enfance ou de la Protection Judiciaire de la Jeunesse. Notre étude s'intéresse à l'évaluation de la trajectoire des adolescents accueillis au sein de l'association Second Souffle proposant des séjours de rupture à des jeunes en grandes difficultés sociales, scolaires, familiales et personnelles. Ainsi, nous avons étudié l'évolution éducative et psychopathologique de 47 adolescents et adolescentes ayant participé à des séjours courts et longs en France et à l'étranger.
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Moore, Lacey Elizabeth. "Source evaluation and selection for interpretation in Sequoia and Kings Canyon National Parks." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2867.
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The purpose of this study is to aid interpreters in evaluation sources (research material) for use in interpretive presentations and programs in Sequoia and Kings Canyon National Parks. This was done by illustrating the need for source evaluation and then developing the guidelines for selecting, evaluating, and most effectively using various sources in the development of interpretive programs in the National Parks Services (NPS).
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Garcia, Erin. "Students’ Meaning-Making Journeys Towards Self-Authorship Through Self-Designed Gap Year Experiences." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3831.
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This phenomenological, qualitative study addressed student perceptions of their meaning-making process towards self-authorship in a self-designed gap year experience and was conducted in a public higher educational institution in the Southeast. Data was gathered through interviews from a purposeful sample of gap year program participants and program administrators. Emerging themes and categories were identified by coding and analyzing the interview data, such as continual reflection reinforces the value of individual meaning-making, self-expectations versus self-worth, the influence of societal expectations are minimized, and self-designed learning helps to solidify changes in self-authorship. The data showed a strong connection between multiple meaning-making contexts for students and an enhancement in their authorship, as well as multiple-identities. The findings may be useful in gap year program reflection and redesign, and provide implications for self-design in experiential learning opportunities and gap year outcomes.
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Du, Plessis Paulina Carolina. "The effects of an outreach programme on the public understanding of science, engineering and technology." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11122007-075644/.
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Lonsdale, Peter. "Design and evaluation of mobile games to support active and reflective learning outdoors." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12076/.
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This thesis explores the use of situated, location-based mobile games for supporting learning in the field, to determine how these types of activity can support learners with reference to specific curricular aims, beyond just providing highly engaging and motivating activities. A software toolkit was developed to support the design and deployment of situated mobile learning activities. This was used to design and deploy mobile learning activities for two field studies. The first study used the critical incident technique to identify specific benefits and problems arising from outdoor mobile learning. We found that whilst learners were highly engaged by an outdoor learning activity facilitated by mobile devices, they were engaged only in the surface level of the activity and did not reflect on what they were doing. The second study comprised a grounded theory analysis of learner behaviour in the context of a location-based, enquiry-led learning game designed to overcome the problems found in Study 1 and in other projects. We present an analysis of learner interactions with the environment during an enquiry-led learning activity. Compared to an equivalent paper-based activity, the game helped to coordinate the learners’ activities and unexpected results from game actions prompted learners to reflect on their actions and what they observed. The physical environment also prompted discussion and reflection, but we saw specific problems arising from learners becoming distracted by their previous experience of the environment and by the proximity of environmental features. We discuss these findings and present implications for the design of future mobile learning games.
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Donnelly, Orlaith. "Evaluating the impact of an outdoor adventure education intervention for primary school children perceived to be vulnerable." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13695/.
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Existing evaluation research has presented equivocal findings regarding the efficacy of outdoor adventure education (OAE) interventions for vulnerable young people. The evidence-base is weakened by methodological limitations and a paucity of unified theoretical models. The current study presents an evaluation of the psychological impact of a naturally occurring OAE intervention for children perceived to be vulnerable by their mainstream primary school teachers. This study attempts to address previous methodological limitations and to facilitate a real-world application of the Adventure Experience Paradigm (AEP: Martin & Priest, 1986; Priest, 1992, 1993). The mixed-methods research design involves an exploratory qualitative phase, a randomised control trial (RCT, n = 38) and group interviews with participants (n = 27). The RCT forms the most significant part of the design, measuring the impact of the intervention on participants’ locus of control, self-perceptions and teacher-reported emotional and behavioural difficulties (EBD). The results show that the intervention did not have a statistically significant effect on participants’ locus of control or self-perceptions. There is some evidence to suggest that the intervention had a positive impact on teacher perceptions of participants’ EBD, however, these findings are limited by a possible Hawthorne Effect. The group interviews allowed the researcher to explore participants’ perceptions of the OAE intervention however, conclusions are tentative due to the surface-level nature of the thematic analysis procedures employed. Participants appeared to perceive the intervention in a positive light with emerging themes of ‘The Physical Experience’, ‘Outside Comfort Zone’ and ‘Competence’ identified. These findings appear to contradict the quantitative findings and offer support for the AEP. Overall, the validity of the quantitative findings is limited by low statistical power and ceiling effects as a result of sampling error. These limitations are discussed and the findings are interpreted in line with existing research and the AEP. Implications for future research and professional practice are also considered. The findings support the benefits of mixed-methods approaches and RCT designs in future OAE evaluation research.
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Lockman, Karla Lucile. "The development, pilot, and evaluation of an on-line course titled NRES 410/610 teaching about the environment outdoors /." Link to full-text, 2006. http://epapers.uwsp.edu/thesis/2006/Lockman.pdf.
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吳雅詩. "Evaluation of the effectiveness of an outdoor education module "Animal Report" at ShuangLiou Nature Center." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/02343309841376077591.
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碩士國立高雄師範大學
環境教育研究所
101
The objective of this study is to investigate the learning performance and perception of students after they articipated the “Animal Report” outdoor educational module at ShuangLiou Nature Center. A total of 145 student samples from 7 classes in 5 schools were collected. This study took one-group pretest-posttest design. Test sheets and questionnaires were designed based on Environmental Education Course Objectives. Additionally, qualitative and quantitative data was both gathered through interviews with teachers and volunteers, students’ homework, and curriculum participations. The data was analyzed by using paired T-test and effect size. After the module ”Animal Report”, the mean value of “Environmental Conceptual Knowledge” shows significant difference that achieve a large level of experiment effect (d = .9367). In addition, “The Environmental Awareness and Sensitivity” (d = .4067) and “Environmental Values and Attitudes” (d =.383) varied between small and medium level. This can also be seen in students’ homework. There are 127 students participated in environmental action in the curriculum, reaching 84.1% of the total number. On the other hand, the effect size of student’s “Environmental Action Intention” only had a small rising (d=.2161). The students’ pre-test average mean value was 4.2, which may limit the progress of the post-test. It also found that students had 95.8% agreement and satisfaction on the “Animal Report” module. Furthermore, 97.2% expressed their willingness to participate other outdoor education module at ShuangLiou Nature Center in the future. Teachers and volunteers interview both showed positive feedback for the module, they also provided suggestions for teaching methods and contact condition in advance. The results and suggestions based on the study could provide ShuangLiou Nature Center as the reference for implementation of outdoor educational module.
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Dai, Xing Hua, and 戴杏樺. "The evaluation and research of elementary and junior high school teacher's outdoor environmental education trainings--A case studyof the training at Y.M.S. Park Nature Education Center in 1995." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/55704015225240335237.
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碩士國立臺灣大學
地理研究所
84
The study try to structure a ideal curriculum to evaluate the effect of elementary and junior high school teacher's inservice training in 1995 at Yang Ming Shan National Park Nature Education Center with the method of qualitative research. The study evaluates the training's effect from these dimentions : philosophy、goals、structure of environmental conception、 subjects、principles、psychology、methods、activity design、 noticeable things、leading ability and successional development of outdoor environmental education . Even, it also try to understand this event from administration process and other outdoor environmental education problems exist in school's teachers、other administration conditions、 professional education system of teaches and research system. Finally, through discussion、comparison and reflection, we will get some suggestions for advanced training curriculum.
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Seedhouse, Karen Anne Elizabeth. "Learning to Lead: A Naturalistic Evaluation of Two Secondary School Leadership Development Programs." Thesis, 2013. http://hdl.handle.net/1807/42645.
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This study evaluated two extracurricular leadership development programs offered by one urban high school. The programs were evaluated through an examination of the ways in which students understood their experiences in the programs in terms of their own leadership abilities, their leadership role with others and their perception of good leadership. The six study participants were observed facilitating groups of their peers through interactive activities at the programs' multiple-day events. In the three months following the programs, the participants were interviewed twice. The participants reported that their experience in a leadership development program helped them to feel confident in their leadership abilities. Also, the participants valued their relationships with their peers in their roles as leaders. Finally, the participants believed that good leaders exhibit caring behaviour towards others. This study provides information to assist the improvement of youth leadership development programs.
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Kuras, Evan. "Urban Biodiversity Experience and Exposure: Intervention and Inequality at the Local and Global Scale." 2019. https://scholarworks.umass.edu/masters_theses_2/745.
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As cities expand globally, researchers must clarify how human activities and institutions shape biodiversity and conversely, how ecological processes shape human outcomes. Two features of contemporary cities motivate this thesis. First, urban residents, and especially children, are spending less time in nature and consequently, miss out on healthy and formative experiences with biodiversity. Second, residents with the least access to biodiversity tend to be those with the lowest socioeconomic status (SES). Together, these patterns convey a multi-layered environmental injustice: not only might urbanites become increasingly estranged from biodiversity, disinterested from its conservation, and disconnected from its benefits, but these outcomes may be most acute in communities already suffering from inequality in terms of exposure to hazards or limited economic opportunity. The first chapter explores how children’s behaviors and interests change after learning about animal habitats first-hand in an environmental education program. I conducted an evaluation of the ECOS program in Springfield, Massachusetts, in which I surveyed elementary school students about their memories of ECOS and their related environmental behaviors. Students with parents or peers that had participated in ECOS were more likely to repeat or discuss program activities after the program’s end. Findings will aid educators in Springfield and beyond in improving program impacts and sustainability. The second chapter explains under what conditions socioeconomic inequality becomes linked with biodiversity. I conducted a meta-analysis of published research that assessed SES-biodiversity relationships in 34 cities using fuzzy-set Qualitative Comparative Analysis. I evaluated the contributions of study design and city-level conditions in shaping SES-biodiversity relationships for various taxonomic groups. The meta-analysis highlighted the contributions of residential and municipal decisions in differentially promoting biodiversity along socioeconomic lines. Further, we identified circumstances in which inequality in biodiversity was ameliorated or negated by urban form, social policy, or collective human preference. Findings will aid researchers and managers in understanding human drivers of biodiversity in their cities and how access to biodiversity may be unequally distributed. In sum, this thesis advances our knowledge about how biodiversity is structured in cities, who gets to experience it, and how such experiences influence our behaviors and interests.
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Huang, Hua-Wen, and 黃話雯. "Evaluating of Outdoor Environmental Education on Effectiveness and Retention Learning of Wetland Conservation of Junior High School Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/73955669887580934027.
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碩士真理大學
休閒遊憩事業學系碩士班
103
Abstract The purpose of this study was to evaluate the effect of learning effectiveness and learning retention on students' knowledge and attitude toward wetland conservation after participation in outdoor education programs of conserving wetlands . The use of Flow Learning stages made education about the environment to teach. Participants were a sample of 28 student volunteers from Junior high school taking outdoor education.The learning effectiveness and learning retention were assessed from a questionnaire administered before and after exposure to a 1-day environmental outdoor course, and delayed post-test evaluation for follow-up after one week .The data were analyzed by using descriptive statistics , independent sample t-test . The results revealed (1) On learning effectiveness, a statistically significant difference was found on types and functions of wetlands and conservation of wetlands , not significant difference on Guantian Wetland. (2) On learning retention, A statistically significant difference was found on attitude of wetlands conservation , 28.6% of the student volunteers actively searched the relevant information in a week after the end of the course. It was visible that some students were more concerned about conserving wetlands through the education programs. The survey concluded that a good learning outcomes of learning effectiveness and retention by the teaching content and the use of Flow Learning stages ,which has been to enhance students’ knowledge, attitude , and also help students to achieve meaningful learning.The less of papers related with wetland conservation which the study subject to be junior high school students , and lack of the part of outdoor education programs. The study findings may serve as a guide to outdoor educators, and wetland conservation instructor for further course planning and research on the outdoor environmental education programs . Keywords: Outdoor Environmental Education , Knowledge of Wetlands Conservation, Attitude of Wetlands Conservation, Learning Effectiveness , Learning Retention