The effects of experiential learning on grade four children's knowledge of marine ecology, their attitudes towards the ocean, and their stances towards marine resource issues

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dc.contributor.authorCummins, Shirley Anneen_US
dc.date.accessioned2024-08-13T18:16:47Z
dc.date.available2024-08-13T18:16:47Z
dc.date.copyright1997en_US
dc.date.issued1997
dc.degree.departmentFaculty of Education
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThis study examined Grade 4 students' knowledge of marine ecology, their attitude towards the seashore and ocean, and their stances (preservationist, conservationist, exploitive) towards marine resource issues before and after a classroom instructional unit. Students' pre-­instructional and post-instructional questionnaires, drawings and writing were collected and analyzed. Prior to instruction, the students knowledge level was low, however their ocean attitudes were positive and they were predominately preservationist and conservationist in their stances. The instructional unit was developed using a constructivist perspective with an emphasis on experiential learning and included field trips to the seashore and the investigation of a local marine resource issue (Pacific salmon stock depletion). A significant increase in knowledge and positive attitude was evident after instruction. As well, students' stances toward marine resource issues were less polarized. The results of the research have implications and recommendations for future research as well as for curricular development and program planning regarding environmental education in general and marine studies in particular.
dc.format.extent160 pages
dc.identifier.urihttps://hdl.handle.net/1828/17581
dc.rightsAvailable to the World Wide Weben_US
dc.titleThe effects of experiential learning on grade four children's knowledge of marine ecology, their attitudes towards the ocean, and their stances towards marine resource issuesen_US
dc.typeThesisen_US

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