Abstract
Results are presented from a formal evaluation of The Pennsylvania Bureau of State Park's Watershed Education (WE) curriculum developed for students in grades 6-12. The primary research objective was to measure the impact the training and subsequent use of the WE curriculum had on teachers' behavior, confidence, and self-efficacy in teaching about watersheds. A statewide mail survey measured these attributes in both curriculum participants and non-participants. Comparisons between the two populations revealed that teachers who participated in the WE training, and who use the curriculum in their classrooms, exhibit a higher degree of pro-watershed behavior inside and outside the classroom than do non-participants. Additionally, participants exhibit greater confidence and self-efficacy than teachers who have not participated in the WE training.
Original language | English (US) |
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Pages (from-to) | 164-170 |
Number of pages | 7 |
Journal | Applied Environmental Education and Communication |
Volume | 7 |
Issue number | 4 |
DOIs | |
State | Published - 2008 |
All Science Journal Classification (ASJC) codes
- Education
- Communication
- Environmental Science(all)