Student Outcomes of Eco-Restoration Service-Learning Experiences in Urban Woodlands

Autor/inn/en	Knackmuhs, Eric; Farmer, James; Reynolds, Heather L.
Titel	Student Outcomes of Eco-Restoration Service-Learning Experiences in Urban Woodlands
Quelle	In: Journal of Experiential Education, 40 (2017) 1, S.24-38 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825916679182
Schlagwörter	Service Learning; Outcomes of Education; Undergraduate Students; Urban Areas; Biology; Tourism; Recreation; Departments; Environmental Education; Interviews; Student Attitudes; Phenomenology; Conservation (Environment); Outdoor Education; Partnerships in Education; Indiana + Suchen Sie Ihr Suchwort? Service-Learning; Lernleistung; Schulerfolg; Urban area; Stadtregion; Biologie; Tourismus; Re-creation; Erholung; Department; Abteilung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Interviewing; Interviewtechnik; Schülerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Conservation; Environment; Konservierung; Bewahung; Umwelt; Freiluftunterricht; Hochschulpartnerschaft
Abstract	Service learning with ecological restoration projects can positively affect participants' attitudes, behaviors, and learning, but little is known about the longevity of these effects. Furthermore, urban green spaces are an understudied, yet increasingly important, context for eco-restoration service learning. This study examined the persistence of student outcomes of eco-restoration service-learning experiences in an urban woodland. Undergraduate courses from the Departments of Biology and Recreation, Park, and Tourism Studies at Indiana University partnered with the Bloomington Urban Woodlands Project (BUWP) to restore native woodland habitat and conduct public outreach. Phenomenological analysis of student interviews demonstrated that service-learning experiences improved learning outcomes and encouraged and reinforced pro-environmental attitudes up to 14 months later. Results also demonstrate the applicability of an environmental interpretation behavior change model to college-level instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01