Environmental education and K-12 student outcomes: A review and analysis of research

Ardoin Nicole M.; Bowers Alison W.; Roth Noelle Wyman; Holthuis Nicole

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Environmental education and K-12 student outcomes: A review and analysis of research

机译：环境教育与K-12学生成绩：研究回顾与分析

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Many practitioners and researchers describe academic and environmental benefits of environmental education for kindergarten through twelfth grade (K-12) students. To consider the empirical underpinnings of those program descriptions, we systematically analyzed the peer-reviewed literature (1994-2013), focusing on outcomes of environmental education programs with K-12 students. In the resulting sample of 119 articles, we identified 121 unique outcomes, finding that most articles reported positive findings from the programs under study. Reflections stemming from the review highlight the versatility of environmental education, while also suggesting opportunities for bolder and more diversified approaches in research design and thinking.

机译：许多从业人员和研究人员描述了幼儿园到12年级（K-12）学生的环境教育的学术和环境效益。为了考虑这些计划说明的经验基础，我们系统地分析了同行评议的文献（1994-2013年），重点研究了K-12学生的环境教育计划的成果。在119篇文章的最终样本中，我们确定了121项独特的结果，发现大多数文章都报告了所研究程序的积极发现。回顾引起的思考突出了环境教育的多功能性，同时也为研究设计和思维方式提供了更大胆，更多样化方法的机会。

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来源
《The journal of environmental education》 |2018年第1期|1-17|共17页
作者
Ardoin Nicole M.; Bowers Alison W.; Roth Noelle Wyman; Holthuis Nicole;
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作者单位

Stanford Univ, Stanford, CA 94305 USA;

Virginia Tech, Blacksburg, VA USA;

Duke Univ, Durham, NC USA;

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原文格式 PDF
正文语种 eng
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关键词
environmental education outcomes; K-12 students; systematic review;

机译：环境教育成果;K-12学生;系统评价;

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Environmental education and K-12 student outcomes: A review and analysis of research

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