An outdoor experiential environmental education programme produced more affective-domain expressions among adult in-service teachers than indoor experiential or traditional programmes¶

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? At the end of the research, the experimental outdoor group showed the most developed affective-domain concepts, CG1 intermediate, and CG2 the fewest. → 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

Qualitative case study of 66 in-service teachers in Turkey: an outdoor experimental group (24 teachers), an indoor experiential control group (23), and a traditional-methods control group (19). The article reports "the most developed affective domain concepts were those of the experimental group".

"Data suggested that the most developed affective domain concepts were those of the experimental group (EG). Control group 1’s (CG1’s) affective domain concepts were more developed compared to the participants of CG2."

Discussion¶

Related Claims¶

• Anxiety about environmental issues was expressed by participants in both experiential groups but by no participants in the traditional-methods group — a narrower finding that bears on this claim
• Complaint expressions emerged only in the traditional-methods control group, attributed to intensive syllabi and unsupportive school management — a narrower finding that bears on this claim
• Curiosity was stimulated by both outdoor and indoor experiential programmes but not by traditional teaching methods, with the outdoor programme more effective — a narrower finding that bears on this claim
• The affective concept of interest was observed only in the indoor experiential control group, not in the outdoor experimental group — related
• Motivation to teach outdoors was observed in only one participant, an EG physics teacher who decided to teach physics in the outdoors — a narrower finding that bears on this claim
• The experimental group reported richer and more frequent outcomes from the environmental education course than the control group — related