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Abstract
A descriptive, mixed methods study investigated learning outcomes and processes of integrating environmental education (EE) and science education (SE). Specifically, this study examined the impact of EE-based constructivist science teaching approach on students’ science achievement scores, environmental self-efficacy, course completion rate, and perceptions of their learning experiences. Participants of the study (N=46) included students in a Physical Science course at one public high school in a southeastern state of the United States. Data sources included the students’ final exam scores, standardized unit test scores, self-efficacy measurements, course completion data, and student written reflections. Data analysis indicated that students with an EE-based constructivist science teaching approach (N=23) performed higher on science achievement tests and developed statistically higher environmental self-efficacy than those in a traditional teaching classroom (N=23). More students passed the final exam (96%) and the mean final exam score was four points higher (82) in EE-based constructivist teaching approach classes. Students who were in the EE-based constructivist science teaching approach classroom tended to perceive their learning experiences in more positive ways.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 16, Issue 5, May 2020, Article No: em1838
https://doi.org/10.29333/ejmste/115583
Publication date: 02 Feb 2020
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