TY  - JOUR
A1  - Fiedler, Sonja T.
A1  - Heyne, Thomas
A1  - Bogner, Franz X.
T1  - Closing the gap: potentials of ESE distance teaching
JF  - Sustainability
N2  - Environmental and sustainability education (ESE) traditionally relies on green teaching environments and active participation. Thus, during the lockdown phase, a gap between curricular goals and learning outcomes appeared. This study investigates the impact of ESE distance teaching on 288 Bavarian fifth-graders and learning factors that could bridge this gap. The influence of digital preferences on learning progress is examined and compared with the influence of fascination levels. A negative correlation between spending time outside in nature and spending time inside in front of a digital device is expected. A control group completed a learning unit about biological topics such as plant identification and environmental factors, as well as ESE topics such as characteristics of sustainable agriculture, at an out-of-school ESE center. The experimental group completed the same learning unit in distance teaching. Fascination with Biology (FBio) and Digital Nativity Assessment Scale (DNAS) were applied in addition to a customized knowledge test. Both values seem to have a positive impact on learning outcomes. There were no significant differences between the control and experimental group. Surprisingly, Fascination and Digital Nativity show a low, if not negligible, relationship. Implications for digital ESE, especially between outdoor learning centers and schools, are discussed.
KW  - distance learning
KW  - sustainability teaching
KW  - digital nativity
KW  - fascination with biology
Y1  - 2022
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-281893
SN  - 2071-1050
VL  - 14
IS  - 14
ER  -