Effects of an environmental education program on the environmental orientations of children from different gender, age, and ethnic groups
Non-formal outdoor environmental education programs can improve children's environmental orientations
Although there are many environmental education programs, few studies have examined the impact of non-formal (i.e., out-of-school) outdoor environmental education programs on children’s environmental orientations. Larson and colleagues conducted an exploratory study to investigate differences in children’s environmental orientations in terms of gender, age, and ethnicity, as well as to evaluate the impacts of a one-week, non-formal outdoor environmental education program on children’s environmental orientations.
As part of this study, 133 6- to 13-year-old children in Athens-Clarke County, Georgia participated in a five-day Eco-Explorer Camp, while another group of 69 students participated in traditional after-school programs. Researchers measured children’s environmental orientations, including eco-affinity (personal interest in nature and intention to engage in pro-environmental behavior) and eco-awareness (cognitive understanding of environmental issues), as well as environmental knowledge prior to and after the camp/after school program. In addition, researchers gathered more qualitative data on children’s camp experiences through interviews and evaluations.
In analyzing the data in terms of gender, age, and ethnicity, Larson and colleagues found no gender differences in terms of children’s environmental orientations, however, researchers found that older children had lower eco-affinity levels than younger children and African-American children had lower eco-awareness and environmental knowledge scores than White children. In analyzing the data in terms of the impact of the environmental education program, Larson and colleagues found that after the program children scored significantly higher in terms of eco-affinity and environmental knowledge across all gender, age, and ethnicity groups, however, the program did not impact children’s eco-awareness. In talking with children about their camp experiences, researchers discovered that children preferred activities that involved physical activity and having fun was a critical component. Researchers also found interesting ethnicity differences, such as that White children were more than twice as likely to report engaging in solitary nature-based activities than African American children.
This study provides valuable insight into the potential positive impacts of a non-formal outdoor environmental education program on children’s environmental orientations.
Citation
Larson, L. R., Castleberry, S. B., Green, G. T., (2010). Effects of an environmental education program on the environmental orientations of children from different gender, age, and ethnic groups. Journal of Park and Recreation Administration, 28(3),
