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Educational outreach facilities provide unique opportunities to learn sciences at the forefront of research. An example is Biosphere 2, a site of environmental and ecological research, which is coupled to Education for Sustainable Development (ESD). Research facilities can evoke the relevance of sciences in everyday life. This is important in secondary schooling to increase students’ engagement in sciences, while environmental challenges continue to expand. We therefore examined the role of fascination and motivation on learning with 5th to 12th grade students who participated in a half- to full-day on-site education program. Our data confirmed the construct of fascination through Rasch and factor analysis, revealed substantial knowledge gains, showed effects of motivation and fascination on knowledge scores, and suggested that authentic learning enhanced science engagement. Results further indicated that both instruments measure an analogous construct, while motivation appeared to have more predictive power on cognitive achievement.
Tessa-Marie Baierl; Kevin Bonine; Bruce Johnson; Franz X. Bogner. Biosphere 2 as an informal learning platform to assess motivation, fascination, and cognitive achievement for sustainability. Studies in Educational Evaluation 2021, 70, 101061 .
AMA StyleTessa-Marie Baierl, Kevin Bonine, Bruce Johnson, Franz X. Bogner. Biosphere 2 as an informal learning platform to assess motivation, fascination, and cognitive achievement for sustainability. Studies in Educational Evaluation. 2021; 70 ():101061.
Chicago/Turabian StyleTessa-Marie Baierl; Kevin Bonine; Bruce Johnson; Franz X. Bogner. 2021. "Biosphere 2 as an informal learning platform to assess motivation, fascination, and cognitive achievement for sustainability." Studies in Educational Evaluation 70, no. : 101061.
Given the multitude of attitude scales, we examined the relationship between the 2-Major Environmental Values model (2-MEV) and the New Environmental Paradigm scale (NEP) based on a 6585 child sample over a 9-year period. The students participated in a three-day outdoor earth education program at field centers in three different US states (Arizona, Pennsylvania, and Louisiana). We further investigated the scales’ sensitivity to program effects, relating cognitive achievement and attitude with respect to a pro-environmental indicator of behavior (Y key). The NEP and Preservation correlated highly, while the subscales Utilization and Preservation showed a strong inverse relationship. Based on further reliability and validity scores, and in line with the literature, this pointed to a unidimensional Preservation of Nature scale as a concise attitude measurement. In structural equation modelling, Preservation related to knowledge gains and the Y key, and effects from Preservation on knowledge held true for all three states. This suggests Preservation as one factor influencing cognitive achievement and environmentally conscious performance. Regarding program effects, the Earthkeepers program seemed to induce pro-environmental shifts based on knowledge gains and attitude changes (Preservation increasing and Utilization decreasing). Pro-environmental shifts were most prominent for those who received the Y key.
Tessa-Marie Baierl; Bruce Johnson; Franz Bogner. Assessing Environmental Attitudes and Cognitive Achievement within 9 Years of Informal Earth Education. Sustainability 2021, 13, 3622 .
AMA StyleTessa-Marie Baierl, Bruce Johnson, Franz Bogner. Assessing Environmental Attitudes and Cognitive Achievement within 9 Years of Informal Earth Education. Sustainability. 2021; 13 (7):3622.
Chicago/Turabian StyleTessa-Marie Baierl; Bruce Johnson; Franz Bogner. 2021. "Assessing Environmental Attitudes and Cognitive Achievement within 9 Years of Informal Earth Education." Sustainability 13, no. 7: 3622.
Empowerment is often considered to be a central goal in outdoor education and environmental education. To develop student empowerment, a frequent recommendation is for the leaders of outdoor environmental education programs to provide students with a high level of autonomy through an emancipatory approach, by involving them in the decision-making processes about and during the programs. The study analyzes the strategies applied in five outdoor environmental education programs to involve students in shaping the programs. Further, it discusses the concepts of the program leaders, the accompanying teachers, and the participating students regarding how and whether such student involvement should be implemented. The findings show that while student involvement is achievable, most of the leaders and teachers questioned its effectiveness and expressed concern regarding the students’ ability to provide meaningful suggestions about the program. As a result, most of the leaders preferred instrumental programs, with few opportunities for students to shape the program. Instead, the leaders focused on enjoyable and attractive learning activities prepared by external program designers. The study argues for an adoption of an open and pluralistic approach to the practice, one that would accept both instrumental and emancipatory strategies as relevant for program design and implementation.
Jan Cincera; Petra Simonova; Roman Kroufek; Bruce Johnson. Empowerment in outdoor environmental education: who shapes the programs? Environmental Education Research 2020, 26, 1690 -1706.
AMA StyleJan Cincera, Petra Simonova, Roman Kroufek, Bruce Johnson. Empowerment in outdoor environmental education: who shapes the programs? Environmental Education Research. 2020; 26 (12):1690-1706.
Chicago/Turabian StyleJan Cincera; Petra Simonova; Roman Kroufek; Bruce Johnson. 2020. "Empowerment in outdoor environmental education: who shapes the programs?" Environmental Education Research 26, no. 12: 1690-1706.
Teachers’ practice is based on their beliefs about how student learning should be developed. In the practice of programme leaders in outdoor environmental education centres, experiential learning is considered to be one of the prominent learning theories. This study analyses the ways in which experiential learning is interpreted and transferred into the practice of programme leaders in five outdoor environmental education centres in the Czech Republic. The authors collected qualitative data from interviews with the programme leaders (N = 17) and from observations of five different outdoor environmental education programmes. They identified three distinctive experiential learning theories representing the leaders’ beliefs and practices. Further, the implications for future practice are discussed.
Jan Cincera; Bruce Johnson; Roman Kroufek. Outdoor environmental education programme leaders’ theories of experiential learning. Cambridge Journal of Education 2020, 50, 729 -745.
AMA StyleJan Cincera, Bruce Johnson, Roman Kroufek. Outdoor environmental education programme leaders’ theories of experiential learning. Cambridge Journal of Education. 2020; 50 (6):729-745.
Chicago/Turabian StyleJan Cincera; Bruce Johnson; Roman Kroufek. 2020. "Outdoor environmental education programme leaders’ theories of experiential learning." Cambridge Journal of Education 50, no. 6: 729-745.
Shaping environmental values is considered one of the goals of environmental education. At the same time, this creates questions about the line between indoctrination and education. While values education has been widely discussed from various theoretical perspectives, few studies have analyzed how it is being practiced. This article investigates five outdoor environmental education programs and identifies the values the programs promote as well as the means they use to communicate these values to students. Additionally, the article examines the perspectives of 17 program leaders and center directors regarding the ways in which values should be promoted in environmental education and the approaches they use in their practice. According to the findings, all the observed programs applied a normative, value-laden approach, communicating mainly the values of universalism. The most frequently observed strategy was the inculcation of desirable values by moralizing and modeling. Simultaneously, some of the leaders’ beliefs, while highlighting value-free or pluralistic approaches, contradicted their rather normative practice. This article describes the theory–practice gap identified and discusses the implications of the prevailing use of the normative approach in outdoor environmental education for the field. It calls for opening an in-depth debate on what, why, and how values belong in outdoor environmental education practice.
Jan Činčera; Bruce Johnson; Roman Kroufek; Petra Šimonová. Values Education in Outdoor Environmental Education Programs from the Perspective of Practitioners. Sustainability 2020, 12, 1 .
AMA StyleJan Činčera, Bruce Johnson, Roman Kroufek, Petra Šimonová. Values Education in Outdoor Environmental Education Programs from the Perspective of Practitioners. Sustainability. 2020; 12 (11):1.
Chicago/Turabian StyleJan Činčera; Bruce Johnson; Roman Kroufek; Petra Šimonová. 2020. "Values Education in Outdoor Environmental Education Programs from the Perspective of Practitioners." Sustainability 12, no. 11: 1.
This paper discusses the application of frame analysis as a method of designing and evaluating outdoor environmental education programs. In particular, it investigates what frames are communicated in these programs, why and how program leaders focus on communicating particular frames, and how students interact with these frames. Five outdoor environmental education programs for elementary school students were analyzed. We used a qualitative approach that combined field observation, interviews with program leaders (N = 15), qualitative findings based on questionnaires collected from the participants after completing the programs (N = 365), and interviews with some of the students (N = 10). According to the results, while the leaders intensively applied various surface frames to attract student interest and organize the program activities, the deep frames aimed for in the main program messages connected with the program goals often remained implicit and were not recognized by the students.
Jan Činčera; Bruce Johnson; Roman Kroufek; Miloslav Kolenatý; Petra Šimonová. Frames in Outdoor Environmental Education Programs: What We Communicate and Why We Think It Matters. Sustainability 2020, 12, 4451 .
AMA StyleJan Činčera, Bruce Johnson, Roman Kroufek, Miloslav Kolenatý, Petra Šimonová. Frames in Outdoor Environmental Education Programs: What We Communicate and Why We Think It Matters. Sustainability. 2020; 12 (11):4451.
Chicago/Turabian StyleJan Činčera; Bruce Johnson; Roman Kroufek; Miloslav Kolenatý; Petra Šimonová. 2020. "Frames in Outdoor Environmental Education Programs: What We Communicate and Why We Think It Matters." Sustainability 12, no. 11: 4451.
The Two-dimensional Model of Ecological Values (2-MEV), developed and verified in Western Europe, successfully explores the environmental values and attitudes of the children (11−16 years old) using questionnaires/items. However, the reliability of the 2-MEV Scale and its bi-dimensionality in a non-industrialised country, such as Nepal, is unexplored. Nepal lies within the monsoon region, which triggers extreme environmental crises such as floods. As environmental values and attitudes are related to pro-environmental/adaptive behaviour, this study analyses not only the values and attitudes of children but also the validity of the 2-MEV Scale in a different geographic and socioeconomic setting. Therefore, the items of the 2-MEV Scale were modified, translated, and validated in two rounds with 200 and 201 children. Results were examined using principal component analysis and confirmatory factor analysis, respectively. The findings validated the two constructs of environmental values (Preservation and Utilisation) with a correlation of −0.93, but the attitude’s pattern varied from that found in industrialised countries. Finally, the rural Nepalese version of the 2-MEV was used to measure environmental values. Most children (78.62% from n = 379) show an inclination towards Preservation, 0.26% towards Utilisation, 20.05% towards both values partially, and 1.05% were neutral. In general, the children held pro-environmental values and attitudes.
Shakil Regmi; Bruce Johnson; Bed Mani Dahal. Analysing the Environmental Values and Attitudes of Rural Nepalese Children by Validating the 2-MEV Model. Sustainability 2019, 12, 164 .
AMA StyleShakil Regmi, Bruce Johnson, Bed Mani Dahal. Analysing the Environmental Values and Attitudes of Rural Nepalese Children by Validating the 2-MEV Model. Sustainability. 2019; 12 (1):164.
Chicago/Turabian StyleShakil Regmi; Bruce Johnson; Bed Mani Dahal. 2019. "Analysing the Environmental Values and Attitudes of Rural Nepalese Children by Validating the 2-MEV Model." Sustainability 12, no. 1: 164.
This paper focuses on the development of understandings of the ecological concepts of energy flow and materials cycling of middle school students. It is based on a qualitative analysis of individual interviews with 6 students in an urban area of the southern US conducted every year over a 5-year period in 2004–2008, starting in grade 4 and finishing in grade 8. In addition to their formal education, all of the students participated in three outdoor earth education programs (Earthkeepers, Sunship Earth & Sunship III) over a 4-year period. Specifically, the study analyzed what misconceptions connected with energy and matter emerged and how students’ conceptual understanding developed over time. In addition, it discusses the possible effects of educational programs on participating students. The study demonstrates the non-linear process of conceptual change, constrained by a few persistent students’ misconceptions. The study also discusses potential implications for the practice of outdoor educational programs.
Bruce Johnson; Jan Činčera. Development of the ecological concepts of energy flow and materials cycling in middle school students participating in earth education programs. Studies in Educational Evaluation 2019, 63, 94 -101.
AMA StyleBruce Johnson, Jan Činčera. Development of the ecological concepts of energy flow and materials cycling in middle school students participating in earth education programs. Studies in Educational Evaluation. 2019; 63 ():94-101.
Chicago/Turabian StyleBruce Johnson; Jan Činčera. 2019. "Development of the ecological concepts of energy flow and materials cycling in middle school students participating in earth education programs." Studies in Educational Evaluation 63, no. : 94-101.
Our study examined the two-dimensional nature of the Two Major Environmental Values model (2-MEV) in comparison with the New Ecological Paradigm (NEP) scale’s unidimensional construct. The latter places respondents on a continuum from a bio-centric to anthropocentric worldview, where an individual can either have a pro-environmental (bio-centric) or an anti-environmental (anthropocentric) perspective, but not both. On the other hand, the 2-MEV treats biocentrism (Preservation, PRE) and anthropocentrism (Utilization, UTL) as two separate and not necessarily related components. The model allows us to place individuals into one of four quadrants, rather than on either end of a continuum, allowing an individual to have a bio-centric and an anthropocentric worldview at the same time. Students’ environmental perceptions were measured using the NEP and 2-MEV questionnaires. As predicted, high preservation/low utilization scorers preferred a biocentric worldview on the NEP; similarly, low preservation/high utilization scorers preferred an anthropocentric worldview on the NEP. However, the NEP failed to differentiate between the high preservation/high utilization and low preservation/low utilizations scorers. Both of these groups of students, while on different quadrants on the 2-MEV, cluster together in the middle of the unidimensional NEP. Evidence suggests that the NEP may not fully explore all dimensions of environmental perceptions.
Constantinos C. Manoli; Bruce Johnson; Sanlyn Buxner; Franz Bogner. Measuring Environmental Perceptions Grounded on Different Theoretical Models: The 2-Major Environmental Values (2-MEV) Model in Comparison with the New Ecological Paradigm (NEP) Scale. Sustainability 2019, 11, 1286 .
AMA StyleConstantinos C. Manoli, Bruce Johnson, Sanlyn Buxner, Franz Bogner. Measuring Environmental Perceptions Grounded on Different Theoretical Models: The 2-Major Environmental Values (2-MEV) Model in Comparison with the New Ecological Paradigm (NEP) Scale. Sustainability. 2019; 11 (5):1286.
Chicago/Turabian StyleConstantinos C. Manoli; Bruce Johnson; Sanlyn Buxner; Franz Bogner. 2019. "Measuring Environmental Perceptions Grounded on Different Theoretical Models: The 2-Major Environmental Values (2-MEV) Model in Comparison with the New Ecological Paradigm (NEP) Scale." Sustainability 11, no. 5: 1286.
The recent educational reform in Cyprus moved education about sustainability to the forefront of environmental learning. The present study examines the impact of an earth education program, Earthkeepers, on children's ecological understandings, environmental values and attitudes, and behaviour. The program was implemented during two consecutive years with 491 4th to 7th graders from nine different schools in Cyprus. Quantitative data were collected using individual concept, attitude and behaviour questionnaires, and a satisfaction survey. Qualitative data were collected using individual semi-structured interviews with twelve students and nine teachers from six different schools. Data analysis showed gains in students’ understanding as well as significant changes towards more pro-environmental values, attitudes and behaviour. Interviews confirmed the quantitative results and verified students’ behaviour.
Constantinos C. Manoli; Bruce Johnson; Andreas Ch. Hadjichambis; Demetra Hadjichambi; Yiannis Georgiou; Hara Ioannou. Evaluating the impact of the Earthkeepers Earth education program on children's ecological understandings, values and attitudes, and behaviour in Cyprus. Studies in Educational Evaluation 2013, 41, 29 -37.
AMA StyleConstantinos C. Manoli, Bruce Johnson, Andreas Ch. Hadjichambis, Demetra Hadjichambi, Yiannis Georgiou, Hara Ioannou. Evaluating the impact of the Earthkeepers Earth education program on children's ecological understandings, values and attitudes, and behaviour in Cyprus. Studies in Educational Evaluation. 2013; 41 ():29-37.
Chicago/Turabian StyleConstantinos C. Manoli; Bruce Johnson; Andreas Ch. Hadjichambis; Demetra Hadjichambi; Yiannis Georgiou; Hara Ioannou. 2013. "Evaluating the impact of the Earthkeepers Earth education program on children's ecological understandings, values and attitudes, and behaviour in Cyprus." Studies in Educational Evaluation 41, no. : 29-37.
Scores from a revised version of the School Level Environment Questionnaire (SLEQ) were validated using a sample of teachers from a large school district. An exploratory factor analysis was used with a randomly selected half of the sample. Five school environment factors emerged. A confirmatory factor analysis was run with the remaining half of the sample. Goodness-of-fit indices indicated that the factor structure fit the data reasonably well. Further analyses using structural equation modeling techniques revealed that the Revised SLEQ worked equally well for all samples. Invariance testing showed that the fitted model and the estimated parameter values were statistically equivalent across all samples. Internal consistency estimates provided further evidence of the reliability of factor scores. In addition, an analysis of variance indicated that the instrument discriminated climate differences between schools. Results suggest that the Revised SLEQ provides a good tool for studying teachers' perceptions of school climate.
Bruce Johnson; Joseph J. Stevens; Keith Zvoch. Teachers' Perceptions of School Climate. Educational and Psychological Measurement 2007, 67, 833 -844.
AMA StyleBruce Johnson, Joseph J. Stevens, Keith Zvoch. Teachers' Perceptions of School Climate. Educational and Psychological Measurement. 2007; 67 (5):833-844.
Chicago/Turabian StyleBruce Johnson; Joseph J. Stevens; Keith Zvoch. 2007. "Teachers' Perceptions of School Climate." Educational and Psychological Measurement 67, no. 5: 833-844.
Teachers’ perceptions of school climate in 59 elementary schools were assessed using a modified version of the School-Level Environment Questionnaire (SLEQ). Using structural equation modelling, a statistically significant, positive relationship was found between school mean teachers’ perceptions of school climate and school mean student achievement. A second model showed that school and community context variables mediated that relationship. In schools in high socioeconomic status (SES) communities, the influence of school climate on student achievement was stronger than it was for schools in lower SES communities. Recommendations for further examination of the relationships are also made.
Bruce Johnson; Joseph J. Stevens. Student achievement and elementary teachers’ perceptions of school climate. Learning Environments Research 2006, 9, 111 -122.
AMA StyleBruce Johnson, Joseph J. Stevens. Student achievement and elementary teachers’ perceptions of school climate. Learning Environments Research. 2006; 9 (2):111-122.
Chicago/Turabian StyleBruce Johnson; Joseph J. Stevens. 2006. "Student achievement and elementary teachers’ perceptions of school climate." Learning Environments Research 9, no. 2: 111-122.
The purpose of the study was to investigate the use of an existing instrument, the Constructivist Learning Environment Survey (CLES)(Taylor, Dawson & Fraser, 1995; Taylor, Fraser & Fisher, 1993, 1997), for providing insights into the classroom learning environments of beginning science teachers. In the first year of the study, the CLES was used with 290 upper elementary, middle, and high school science teachers and preservice teachers. As part of a larger study of the classroom environments and teaching practices of beginning science teachers, data also were gathered through classroom observations of and interviews with some of the participating teachers. Exploratory factor analysis and internal consistency reliability analysis, as well as examination of each item and of participants' questions and comments about them, led to a shortened, revised version of the CLES, named the CLES 2(20). The five original scales were retained, but the number of items in each scale was reduced from six to four. The single negatively worded item was eliminated. Some of the original items were rephrased. The revised CLES was then used in the second, third and fourth years of the study. Examples of feedback based on CLES data is provided to researchers to assist them in writing teacher profiles.
Bruce Johnson; Robert McClure. Validity and Reliability of a Shortened, Revised Version of the Constructivist Learning Environment Survey (CLES). Learning Environments Research 2004, 7, 65 -80.
AMA StyleBruce Johnson, Robert McClure. Validity and Reliability of a Shortened, Revised Version of the Constructivist Learning Environment Survey (CLES). Learning Environments Research. 2004; 7 (1):65-80.
Chicago/Turabian StyleBruce Johnson; Robert McClure. 2004. "Validity and Reliability of a Shortened, Revised Version of the Constructivist Learning Environment Survey (CLES)." Learning Environments Research 7, no. 1: 65-80.