Curiosity was stimulated by both outdoor and indoor experiential programmes but not by traditional teaching methods, with the outdoor programme more effective¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Eight EG participants and three CG1 participants expressed curiosity about the environmental subjects, while CG2 yielded none. → Okur-Berberoglu 2017

Evidence¶

Okur-Berberoglu 2017¶

Okur-Berberoglu, E. (2017). Outdoor experimental environmental education: An adult-centred intervention for the affective domain. International Electronic Journal of Environmental Education, 7(1), 34-58. https://eric.ed.gov/?id=EJ1130600

q2 · i? · qualitative · r2

Content analysis of reflections from the three groups in the 2011 TUBITAK-funded case study. The article reports "8 participants from EG and 3 from CG1" expressed curiosity, with no curiosity expressions in CG2.

"The outdoor and indoor education programmes were effective in terms of stimulating the affective domain concept of curiosity among participants, while the traditional education methods did not yield any results in this domain. The EG’s outdoor experiential education programme proved to be more effective than the indoor version. 8 participants from EG and 3 from CG1 reflected themselves with data referring to curiosity about the environmental subjects they were taught (Table 1)."

Discussion¶

Related Claims¶

• Anxiety about environmental issues was expressed by participants in both experiential groups but by no participants in the traditional-methods group — related
• Complaint expressions emerged only in the traditional-methods control group, attributed to intensive syllabi and unsupportive school management — related
• An outdoor experiential environmental education programme produced more affective-domain expressions among adult in-service teachers than indoor experiential or traditional programmes — a broader claim this one bears on
• The experimental group reported richer and more frequent outcomes from the environmental education course than the control group — related
• The affective concept of interest was observed only in the indoor experiential control group, not in the outdoor experimental group — related
• Outdoor school ground lessons produce significantly higher post-test scientific curiosity than conventional teaching, while the control group's curiosity declined — related