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This study explores the impact of a field trip to a nature park on students' environmental knowledge and conservation appreciation. Methods included engaging lessons, tests, and surveys. Results indicated improved test scores but low post-test scores, with overall positive responses to conservation. The findings suggest the importance of experiential learning for conservation education.
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Survivor: Nature Park Kala, Kathy, Suzanne
Introduction • As the current actions of the human population continue to threaten species richness, it becomes increasingly important to speak out about conservation issues. • “[Conservation biologists] must become more effective educators in the public forum as well as in the classroom” (Primack, 2002). • “Conservation biologists need to make a special effort to talk to children’s groups...” (Primack, 2002)
Hypotheses • Students will increase scores on a test covering basic environmental knowledge, given before and after a field trip led by DePauw students to the nature park. • Students will display an appreciation for conservation after the field trip.
Methods • Field Trip • Lessons • Based off conservation issues discussed in class • Incorporated simulation games and visual representations • Booklets • Engaged and involved students in lessons
Methods • Tests • 8 questions: multiple choice and fill-in-the-blank • Sample Question: Which organism in the food chain has the least amount of energy? • Surveys • 8 questions, 5 point Likert scale • Sample Question: Conservation of the environment is important.
Conclusions • Basic knowledge test scores increased (p < 0.001, t = -6.916), but post-test scores were still low. • Variation in scores between classes was not significant. • Students at all levels increased in knowledge (r = 0.453).
Conclusions • Surveys: • Larger sample size • Very few negative responses (avg. response of 1.4) • Overall, students displayed an appreciation for conservation biology.
