The development and evaluation of a curriculum for the Blue Mountain environmental school

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dc.contributor.advisor Hibbs, Clyde W. en_US
dc.contributor.author Keown, Herald Duane en_US
dc.date.accessioned 2011-06-03T19:27:40Z
dc.date.available 2011-06-03T19:27:40Z
dc.date.created 1974 en_US
dc.date.issued 1974
dc.identifier LD2489.Z64 1974 .K46 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/177306
dc.description.abstract A demonstration session for a proposed environmental studies school in the Four Corners Region of Utah, Colorado, New Mexico and Arizona was conducted in June and July of 1971. The project was conducted by the San Juan School District of Utah. The detailed evaluation of the demonstration session and the curriculum is available through the San Juan School District, Monticello, Utah.Three extensive field trips, named "environmental expeditions," were conducted with 32, 15-18 year old boy and girl participants, three full time instructors, and guest instructors from government agencies and businesses of the area. Studies of a broad interdisciplinary nature, including geology, biology, and archaeology were devoted to investigating environmental problems in the Four Corners Area.Activities of the curriculum were completed in 14 days and included such events as a river boat ride on a remote section of the San Juan River, a two day back pack hike down a remote desert wilderness canyon, the study of the ruins and the culture of the ancient Anasazi Indians of the area and studies of alpine ecological conditions in the San Miguel Mountains of Colorado. The curriculum was designed around the assumption that learning is an emotional as well as an intellectual experience. Exciting and memorable events were combined with planned discussions and student investigations.Three program goals were stated. The school will:1) provide the student with basic information so he may better understand the total environment.2) help the individual student develop a concern for environmental quality that will motivate him toward solving environmental problems.3) provide the student with information necessary for him to play an effective role in solving environmental problems. The degree of achievement of the goals was determined by measuring student attainment of stated performance objectives. Evaluation involved (a) the use of taped oral interviews with participants prior to and following the school experience; (b) a multiple choice test on ecological and environmental management principles; and, (c) a questionnaire mailed to parents of participants. Also the success of the school was judged by the following criteria:1) The success of the school as an institution. Parents were requested to make written comments about the school. Statements with regard to strong and weak points and recommended changes were made by the staff.2) Student perceptions of the school. In pre-school interviews, views, students were asked to state specific outcomes that they expected from the school. In post-school interviews, students were asked to analyze the achievement of their expectations, to point out the highlights and the low points of the school and to recommend changes in the program.The evaluation of the school indicates that the program goals 1 and 2 were achieved to the expectations of the designers of the program. Goal 3, to provide the student with information necessary for him to play an effective role in solving environmental problems, was not fully achieved.The study indicates that these changes and additions may further the success of the school.1) Emphasis needs to be placed on teaching students personal and group actions to help solve environmental problems.2) Emphasis should be added in enumerating the causes of the environmental crisis.3) More of the program should be student planned.4) A greater effort should be made to understand environmentally responsible industry.5) The multiple-choice test, used to evaluate environmental management principles and ecological relationships learning, should be used in future sessions.6) The session should be lengthened, by at least one day, with out including more activities.These recommendations have been incorporated into the revised curriculum for the school. en_US
dc.format.extent iii, 131, [1] leaves : ill., map ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Ecology -- Study and teaching (Secondary) en_US
dc.subject.lcsh Environmental policy -- Study and teaching. en_US
dc.title The development and evaluation of a curriculum for the Blue Mountain environmental school en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/413834 en_US


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  • Doctoral Dissertations [3121]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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