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首页> 外文期刊>The journal of environmental education >Cognitive and Emotional Evaluation of an Amphibian Conservation Program for Elementary School Students
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Cognitive and Emotional Evaluation of an Amphibian Conservation Program for Elementary School Students

机译：小学生两栖动物保护计划的认知和情感评估

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The authors describe a study aimed at enhancing knowledge about amphibian species. Two classes of 3rd and 4th graders aged 9-11 years participated in the study. In addition, approximately one half of the students participated in an environmental conservation action designated to preserve migrating amphibians. During this action, students encountered living amphibians. Students who participated in the conservation action performed significantly better on achievement tests, and 4th graders performed better than 3rd graders, even when controlling for prior knowledge as a covariate, which also showed a significant influence. Pupils expressed high interest and well-being and low anger, anxiety, and boredom. Boredom and anxiety correlated negatively with residualized achievement scores. Major implications are that learning about biodiversity should (a) focus on a small number of species, (b) start in primary schools, (c) take place outdoors, and (d) be linked with classroom teaching.
机译：作者描述了一项旨在增强有关两栖动物物种知识的研究。 9-11岁的两个三年级和四年级学生参加了研究。此外，大约一半的学生参加了旨在保护移栖的两栖动物的环境保护行动。在此过程中，学生遇到了活着的两栖动物。参加保护行动的学生在成绩测验中的表现明显更好，四年级学生的成绩也比三年级学生好，即使在将先验知识作为协变量进行控制时，这也显示出显着影响。学生表现出很高的兴趣和幸福感，愤怒，焦虑和无聊的情绪低落。乏味和焦虑与剩余成就分数负相关。主要的含义是，关于生物多样性的学习应（a）关注少数物种，（b）从小学开始，（c）在户外进行，并且（d）与课堂教学联系起来。

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