Cognitive and emotional evaluation of an amphibian conservation program for elementary school students
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Published source details
Randler C., Ilg A. & Kern J. (2005) Cognitive and emotional evaluation of an amphibian conservation program for elementary school students. Journal of Environmental Education, 37, 43–52.
Published source details Randler C., Ilg A. & Kern J. (2005) Cognitive and emotional evaluation of an amphibian conservation program for elementary school students. Journal of Environmental Education, 37, 43–52.
Actions
This study is summarised as evidence for the following.
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Provide education programmes about amphibians Action Link |
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Provide education programmes about amphibians
A replicated, before-and-after study in 2005 of amphibian education at a school in Baden-Württemberg, Germany (Randler, Ilg & Kern 2005) found that although knowledge improved significantly for all students, those who participated in outdoor conservation work performed significantly better. Achievement scores increased from two to four for indoor students and to five for students who had also captured and identified animals outdoors. Emotions did not vary between groups. Students expressed high interest and well-being and low anger, anxiety and boredom. Forty-six 9–11 year-olds were taught about amphibians indoors. A small booklet guided children through learning activities covering identification, development, habitat requirements, predation, migration and conservation. Half of the students also helped to preserve migrating amphibians, handling them outdoors. Species identification and emotional variables were tested before, one week after and 4–5 weeks after the programme.
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