Improving Learning Outcomes in Large Environmental Science Classrooms through Short-Term Service-Learning Projects
Document Type
Article
Publication Date
3-2011
Publication Title
Journal of Environmental Studies and Sciences
DOI
10.1007/s13412-011-0001-8
ISSN
2190-6491
Abstract
We conducted an investigation on the efficacy of service-learning in large environmental biology classes. We were interested in whether or not service-learning in classes with over 200 students has an impact on content learning, and attitudes/behaviors related to the content. Students completed a pre-survey, a service project, and reflection paper (experimental group), and a post-survey. Comparing pre- and post-surveys, student responses to attitude, and behavior questions revealed a positive impact on environmental worldview. Student confidence in understanding course content improved in the specific areas related to service projects. Overall, our study shows that large classroom learning is enhanced by short-term service-learning projects.
Recommended Citation
Cawthorn, J. Michelle, Lissa M. Leege, Elizabeth Congdon.
2011.
"Improving Learning Outcomes in Large Environmental Science Classrooms through Short-Term Service-Learning Projects."
Journal of Environmental Studies and Sciences, 1 (1): 75-87: Springer.
doi: 10.1007/s13412-011-0001-8 source: https://link.springer.com/article/10.1007/s13412-011-0001-8
https://digitalcommons.georgiasouthern.edu/biology-facpubs/25
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