quantifying a relationship between place-based learning and environmental quality
DESCRIPTION
Quantifying a Relationship Between Place-based Learning and Environmental Quality. Photo: Fabio Marini. Background. Aim: Review the evidence for a direct connection between place-based learning and environmental quality. Project Partners: National Park Service Conservation Study Institute - PowerPoint PPT PresentationTRANSCRIPT
Quantifying a Relationship Between Place-based Learning and Environmental Quality
Photo: Fabio Marini
Aim: Review the evidence for a direct connection between place-based learning and environmental quality.
Project Partners:• National Park Service Conservation Study Institute• Center for Place-based Learning & Community Engagement• Shelburne Farms• Adopt-A-Watershed• PEER Associates• Antioch University New England• Massachusetts General Hospital
Funding: EPA’s Office of Environmental Education
Citation for complete report (available at www.PEECworks.org):Duffin, M., Murphy, M., & Johnson, B. (2008). Quantifying a relationship
between place-based learning and environmental quality: Final report. Woodstock, VT: NPS Conservation Study Institute in cooperation with the Environmental Protection Agency and Shelburne Farms.
Background
Photo: Mack Wong
Methods•Focused “environmental quality” to “air quality”
•Research design symposium
•Literature review
•Air quality education program identified
•Evaluation of existing data led to creation of new survey
•45-minute interviews with 54 air quality education programs
•Quantitative analysis of survey data
Photo: Jeffery Simpson
The “universe”: Interventions to improve EQ (As a benchmark, the EPA FY2008 budget = $7.8 billion)
Education interventions to improve EQ (As a benchmark, the EPA Office of Environmental Ed.
FY2008 budget = $9 million.)
Education interventions that address air quality: Our study population
About 200 AQ education programs and teachers identified, though likely that
thousands of teachers incorporate AQ.
Who We Studied
Our study sample We interviewed staff from 54 programs, representing
more than 50,000 students from more than 800 schools. Demographic tendencies toward teacher-
initiated programs, working with lower-income, older, white students in urban areas.
Photo: Skyseeker
Key Finding #1Nearly half of the education
programs studied reported evidence of improvements in air quality.
Photo:Skyseeker
46% of the programs in our sample reported improvements in physical or proxy air quality indicators.
Measured ChangeProgram displays evidence of physical or proxy AQ indicator
improvement outcomes.
n of programs in sample = 25
n of programs with physical AQ improvement = 6 n of programs with proxy AQ improvement = 19
Example (physical AQ improvement): East Valley (WA) Middle SchoolStudents monitored school IAQ and worked with administrators to implement structural changes resulting in improved CO2, air flow, particulate levels, odors, and mold.
Example (proxy AQ improvement): Exeter (MA) High SchoolStudents studied AQ issues and monitored car pooling and idling in school parking lot. Program resulted in a no-idling policy and the installation of no-idling signs.
There were three types of programs in
our sample: Those that provided
information only, those that took some
kind of action, and those that measured changes before and
after an action.
Measured Change
46%Action Taken43%
InfoOnly11%
Example: North Carolina DNR
Outreach presentations at schools and churches about the effects of poor air quality and things individuals can do to help improve AQ.
Example: Rose Foundation
High-school students monitored AQ near their school and then contacted officials, wrote letters to polluting industries, and participated in press conferences.
Information OnlyProgram provided education and/or information
about AQ, but displays no evidence of AQ improvement outcomes; AQ was not assessed;
no actions known to be taken.n of programs in sample = 6
Action TakenProgram displays no evidence of AQ
improvement outcomes, but assessed AQ/related behaviors and/or took action to
promote AQ improvement.n of programs in sample = 23
Photo: Mack Wong
Photo:Skyseeker
Key Finding #2Most of the programs studied took some form of action to promote
air quality improvement.
PBL-EQ Theory of ChangePBL or other education
intervention
Classroom teachingNonprofit education program
Community educationPublic awareness campaign
Environmental quality measurement or assessment
Indoor air quality assessmentLocal outdoor AQ assessment
Behavior monitoring (e.g. car or bus idling, car pooling)
Action based on findings
Policy proposal to governing bodyEducation or awareness campaign
AdvocacySpecific remedial actions recommended
Change in proxy indicators
Anti-idling policy enactedIndividual behavior changes
Further study undertakenNew institutional practices (e.g. cleaning
products or procedures)
Documented environmentalquality improvement
Improvements in physical air quality(e.g. carbon dioxide, particulates,
relative humidity)
Photo: Christian Guthier
Photo:Skyseeker
Key Finding #3Programs reporting more
place-based learning practices also showed more evidence of improved
air quality (r = .40, p < .01).
AQ education programs in our sample embodied many qualities of place-based learning. Two-thirds self-rated
“strong” on four of six PBL core qualities.
PBL Characteristics% of programs reporting
quality as strong
Personally relevant to learners 89%
Experiential or hands-on 85%
Promoted understanding on a larger scale 85%
Used the local environment as a context for learning 80%
Students worked individually and in groups 76%
Project-based 74%
Supported by school/organization leadership 74%
Contributed to authentic community needs 72%
Content was interdisciplinary 67%
Tailored to individual learning styles 56%
Promoted attachment to local place and/or community 54%
Included a service-learning component 46%
Included structured reflection by students on their learning 39%
Utilized existing or created new local partnerships 35%
Fostered collaboration with local community 33%
Driven or led by students 32%
Supported by local community 30%
Initiated by students 11%Photo: Ivar
The degree to which a program incorporated PBL was the strongest
predictor of AQ improvement outcomes.
Any proxy or physical AQ
indicators improved
(Pearson correlation r)
Total score for all PBL qualities and practices .40**
Total score for core PBL qualities only .38**
Funding .24t
Instructional dose .19t
** significant at .01 level (2-tailed) t significant at .10 level (2-tailed)
Photo: Mack Wong
Service-learning and community involvement were the most significant PBL qualities that
predicted AQ improvement outcomes.
PBL CharacteristicsImprovement in physical or proxy AQ indicators
(Pearson r)
Included a service-learning component .38**
Contributed to authentic community needs .33*
Supported by school/organization leadership .30*
Utilized existing or created new local partnerships .30*
Supported by local community .29*
Experiential or hands-on .28*Driven or led by students .23
Project-based .22
Fostered collaboration with local community .21
Students worked individually and in groups .18
Promoted understanding on a larger scale .18
Content was interdisciplinary .18
Initiated by students .12
Promoted attachment to local place and/or community .10
Included structured reflection by students on their learning .10
Personally relevant to learners .09
Used the local environment as a context for learning -.04
Tailored to individual learning styles -.16** significant at .01 level (1-tailed) * significant at .05 level (1-tailed) Photo: Jeffery Simpson
Proxy indicators may be a critical ingredient in understanding
the PBL-EQ relationship.
Total score for all PBL qualities and
practices
Total score for core PBL qualities only
Any physical AQ indicators improved .20 .13
Any proxy AQ indicators improved .29* .31*
Any physical or proxy AQ indicators improved .40** .38**
Any action to improve AQ .30* .18
Any physical or proxy AQ indicators improved, or any action taken
.30* .18
** significant at .01 level (2-tailed) * significant at .05 level (2-tailed)
Photo: Christian Guthier
Limitations and Areas for Future Study
Limitation Areas for Future Study
It is unclear how representative our sample is of both air quality programs and programs that
address EQ in general.
Replicate using larger, stratified, random sampling.
Replicate focusing on a different EQ topic (e.g. climate change).
Replicate with experimental or quasi-experimental designs.
Rudimentary measures of specific PBL qualities and practices.
Case study research to provide richer descriptions of best practices.
Further research to clarify terminology.
Potential tautology between outcome categories and methods of PBL.
Further research to investigate the impacts of PBL vs. other educational approaches.
Physical air quality improvement outcomes are difficult to measure because they are multiply
determined, long term, and large scale.
Further investigation of the role of proxy indicators in understanding EQ outcomes of
education programs.
Scale of impact, perhaps incorporating Short’s EEPI tool.
Photo: Mack Wong
• Financial support for conservation projects that actively attempt to improve EQ primarily through education programs.
• May provide a good return on investment.
• Policy support for education that addresses EQ would likely help to advance the discussion of EQ outcomes and impacts within the EE community.
• Further investment is warranted for research that refines our understanding of the EE-EQ relationship.
Implications for Policymakers
Photo: Jeffery Simpson
• Consider adding measurement and assessment components to EQ-related programs.
• Less concern about what to call a program, and more focus on including specific educational practices that engage participants in their local communities by investigating and measuring real-world EQ issues.
Implications for Educators
Photo: Christian Guthier
• Education programs are demonstrating measurable improvements in AQ.
• Use of place-based education practice was the strongest predictor of AQ improvement.
• Service-learning and active community connections were the specific PBL qualities with the strongest correlations to AQ improvement.
• It is possible to quantify a relationship between education and environmental quality in a way that helps us understand best practices.
Summary
Photo: Ivar