e-Pedagogium 2005, 5(4):28-38

The effect of informal learning on students' knowledge of and ideas about ecology

Radoslav Kvasničák1, Pavol Prokop1, Zuzana Pištová2
1 Katedra biológie PdF, Trnavská univerzita, Priemyselná 4, P.O. Box 9, 918 43 Trnava, Slovensko
2 ZŠ Spartakovská 5, 917 01 Trnava

In this study we investigated the effect of informal learning on students' knowledge of ecology. Children's drawing served as the primary data collection method (with a high reliability coefficient, Cronbach's α = 0.90). An experimental group (with the influence of informal learning) and a control group (without an experimental influence) underwent pretests and posttests. The posttest scores show a significant between-group difference in the expected direction; the experimental group had higher scores on average when compared to the control group. Interestingly, understanding of forest ecosystems was worse in comparison to the understanding of meadow, soil, and water systems across groups; informal learning did not have an effect in this respect.

Keywords: Informal learning, knowledge of ecology, ecosystems, drawing method

Published: August 1, 2005  Show citation

ACS AIP APA ASA Harvard Chicago Chicago Notes IEEE ISO690 MLA NLM Turabian Vancouver
Kvasničák, R., Prokop, P., & Pištová, Z. (2005). The effect of informal learning on students' knowledge of and ideas about ecology. e-Pedagogium, 5(4), 28-38
Share...
Download citation
  • BibTeX (.bib)
  • Bookends (.ris)
  • EasyBib (.ris)
  • EndNote (.enw)
  • EndNote 8 (.xml)
  • ISI WoS (.isi)
  • Medlars (.medlars)
  • Mendeley (.ris)
  • MODS (.xml)
  • Papers (.ris)
  • RefWorks (.txt)
  • RefManager (.ris)
  • RIS (.ris)
  • MS Word (.xml)
  • Zotero (.ris)
    • Open full article

    References

    1. Brossard, D. - Lewensteinb, B.- Bonneyb, R. Scientific knowledge and attitude change: The impact of a citizen science project. International Journal of Science Education, 2005, 27, str. 1099-1121. Go to original source...
    2. Černá, B. Integrovaná přírodovědná výuka v terénu. In: Příprava učitelů chemie. Sborník materiálů z celostátního semináře, Brno, 1998.
    3. Černý, R. - Matěnová, V. - Petr, J. Zkušenosti s ekologickou přípravou a výchovou budoucích učitelů na PdF JU v Č. Budějovicích. - In: Lišková E. (ed.): Sborník Referátů celostátního workshopu "Ekologické vzdělávání a výchova na fakultách připravujících pedagogy". Praha, 1995, str. 25-29.
    4. Fernández-Manzanal, R., Rodríguez-Barreiro, L.M., Casal-Jiménez, M. Relationship between ecology fieldwork and student attitudes toward environmental protection. Journal of Research in Science Teaching, 1999, 36, str. 431-453. Go to original source...
    5. Gibson, H. - Chase, C. Longitudinal impact of an inquiry-based science program on middle school students' attitudes toward science. Science Education, 2002, 86, str. 693-705. Go to original source...
    6. Isaac, S. - Michael, W.B. Handbook in Research and Evaluation. San Diego, Robert Knapp, 1972.
    7. Hantabálová, I. et al.: Prírodopis pre 5. ročník základných škôl. Slovenské pedagogické nakladateľstvo, Bratislava, 1998. str. 20-67.
    8. Jones, M. G. - Howe, A. - Rua, M. J. Gender differences in students' experiences, interests and attitudes toward science and scientists. Science Education, 2000, 84, str. 180-192. Go to original source...
    9. Kubíčková, J. Didaktické problémy zoologického cvičení v terénu. In: Východoslovenské biologické dni, Prešov, 1996, str. 181-185.
    10. Kvasničák, R. - Prokop, P. Prírodovedné vzdelávanie v teréne a jeho vplyv na formovanie vedomostí a predstáv z ekológie u žiakov základných škôl. Acta Facultatis Pedagogicae Universitas Tyrnaviensis, Ser. B, Trnava, 2004, 8, str. 36-41.
    11. Mantle, G. - Heath, S. The use of urban open spaces for environmental education. Journal of Biological Education, 1986, 20, str. 279-286. Go to original source...
    12. Markowitz, D.G. Evaluation of the long-term impact of a university high school summer science program on students' interest and perceived abilities in science. Journal of Science Education and Technology, 2004, 13, str. 395-407. Go to original source...
    13. Orion, N. - Hofstein, A. Factors that influence learning during a scientific field trip in a natural environment. Journal of Research in Science Teaching, 1994, 31, str. 1097-1119. Go to original source...
    14. Özkan, Ö. - Tekkaya, Ö. C. - Geban, Ö. Understanding of Ecological Concepts. Journal of Science Education and Technology, 2004, 13, str. 95-105. Go to original source...
    15. Salmi, H. Science centers as learning laboratories: Experiences of Heureka, the Finnish Science Centre. Internationl Journal of Technology Management, 2003, 25, str. 460-476. Go to original source...
    16. Strommen, E. Children's conceptions of forests and their inhabitants. Journal of Research in Science Teaching, 1995, 32, str. 683-698. Go to original source...
    17. Žoldošová, K. - Prokop, P. - Kirchmayerová, J. Neformálne prírodovedné vzdelávanie v teréne. In: Zborník príspevkov z okresnej konferencie "Ako ďalej v environmentálnej výchove". SPAM Modra Harmónia, 2001, str. 71-81.
    18. Žoldošová, K. - Prokop, P. Motivačný vplyv skúsenostného učenia v prírodovednom vzdelávaní v teréne (diagnostika detskou kresbou). In: Bílek, M. (ed): Aktuální otázky výuky chemie. Sborník přednášek XII mezinárodní konference o výuce chemie, IX, Universita Hradec Králové, Gaudeamus, 2002, str. 319-324.
    19. Žoldošová, K. - Held, Ľ. - Kirchmayerová. J. - Kvasničák, R. - Prokop, P. - Slanicay, J. Prírodovedné vzdelávanie v teréne. Trnavská univerzita, Trnava, 2004, str. 73-100.

    This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0), which permits non-comercial use, distribution, and reproduction in any medium, provided the original publication is properly cited. No use, distribution or reproduction is permitted which does not comply with these terms.


    Return to the content