TY - JOUR
T1 - The effects of environment-based education on students’ critical thinking skills and disposition toward critical thinking
T2 - Reprinted from Environmental Education Research (2004) 10(4), pp. 507–522
AU - Ernst, Julie Athman
AU - Monroe, Martha
PY - 2006
Y1 - 2006
N2 - This study examined the relationship between environment-based education and high school students’ critical thinking skills and disposition toward critical thinking. Four hundred four 9th and 12th grade students from 11 Florida high schools participated in the study. A Pretest-Posttest Nonequivalent Comparison Group Design (9th grade) and a Posttest Only Nonequivalent Comparison Group Design (12th grade) were used. Interviews of students and teachers were used in the classic sense of triangulation. Data collection took place over the 2001–2002 school year. When controlling for pretest score, grade point average (GPA), gender, and ethnicity, environment-based programs had a positive effect on 9th grade students’ critical thinking skills (p=.002). When controlling for GPA, gender, and ethnicity, environment-based programs had a positive effect on 12th grade students’ critical thinking skills (p <.001) and disposition toward critical thinking (p <.001). The results of this study support the use of environment-based education for improving critical thinking and can be used to guide future implementation.
AB - This study examined the relationship between environment-based education and high school students’ critical thinking skills and disposition toward critical thinking. Four hundred four 9th and 12th grade students from 11 Florida high schools participated in the study. A Pretest-Posttest Nonequivalent Comparison Group Design (9th grade) and a Posttest Only Nonequivalent Comparison Group Design (12th grade) were used. Interviews of students and teachers were used in the classic sense of triangulation. Data collection took place over the 2001–2002 school year. When controlling for pretest score, grade point average (GPA), gender, and ethnicity, environment-based programs had a positive effect on 9th grade students’ critical thinking skills (p=.002). When controlling for GPA, gender, and ethnicity, environment-based programs had a positive effect on 12th grade students’ critical thinking skills (p <.001) and disposition toward critical thinking (p <.001). The results of this study support the use of environment-based education for improving critical thinking and can be used to guide future implementation.
UR - http://www.scopus.com/inward/record.url?scp=55949103715&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=55949103715&partnerID=8YFLogxK
U2 - 10.1080/13504620600942998
DO - 10.1080/13504620600942998
M3 - Article
AN - SCOPUS:55949103715
SN - 1350-4622
VL - 12
SP - 429
EP - 443
JO - Environmental Education Research
JF - Environmental Education Research
IS - 3-4
ER -