Closing the gap: potentials of ESE distance teaching
Zitieren Sie bitte immer diese URN: urn:nbn:de:bvb:20-opus-281893
- 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 natureEnvironmental 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.…
Autor(en): | Sonja T. Fiedler, Thomas Heyne, Franz X. Bogner |
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URN: | urn:nbn:de:bvb:20-opus-281893 |
Dokumentart: | Artikel / Aufsatz in einer Zeitschrift |
Institute der Universität: | Fakultät für Biologie / Fachgruppe Didaktik der Biologie |
Sprache der Veröffentlichung: | Englisch |
Titel des übergeordneten Werkes / der Zeitschrift (Englisch): | Sustainability |
ISSN: | 2071-1050 |
Erscheinungsjahr: | 2022 |
Band / Jahrgang: | 14 |
Heft / Ausgabe: | 14 |
Aufsatznummer: | 8330 |
Originalveröffentlichung / Quelle: | Sustainability (2022) 14:14, 8330. https://doi.org/10.3390/su14148330 |
DOI: | https://doi.org/10.3390/su14148330 |
Sonstige beteiligte Institutionen: | Professional School of Education |
Allgemeine fachliche Zuordnung (DDC-Klassifikation): | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
Freie Schlagwort(e): | digital nativity; distance learning; fascination with biology; sustainability teaching |
Datum der Freischaltung: | 08.05.2023 |
Datum der Erstveröffentlichung: | 07.07.2022 |
Lizenz (Deutsch): | CC BY: Creative-Commons-Lizenz: Namensnennung 4.0 International |