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Peer-reviewed article

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

August 1, 2013 | Public Programs, Exhibitions, Informal/Formal Connections

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.

TEAM MEMBERS

  • Daniela Sellmann
    Author
    University of Bayreuth
  • Franz Bogner
    Author
    University of Bayreuth
  • Citation

    ISSN : 1350-4622
    DOI : 10.1080/13504622.2012.700696
    Publication Name: Environmental Education Research
    Volume: 19
    Number: 4
    Page Number: 415
    Resource Type: Research Products
    Discipline: Climate
    Audience: Youth/Teen (up to 17) | Educators/Teachers | Museum/ISE Professionals | Evaluators
    Environment Type: Public Programs | Park, Outdoor, and Garden Programs | Exhibitions | Parks, Outdoor, and Garden Exhibits | Informal/Formal Connections | K-12 Programs

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