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ECOLOGICAL LITERACY, URBAN GREEN SPACE, AND MOBILE TECHNOLOGY: EXPLORING THE IMPACTS OF AN ARBORETUM CURRICULUM DESIGNED FOR UNDERGRADUATE BIOLOGY COURSES

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dc.contributor.advisor Rutledge, Michael
dc.contributor.advisor Sadler, Kim
dc.contributor.author Phoebus, Patrick Eugene
dc.date.accessioned 2018-01-04T20:12:39Z
dc.date.available 2018-01-04T20:12:39Z
dc.date.issued 2017-11-09
dc.identifier.uri http://jewlscholar.mtsu.edu/xmlui/handle/mtsu/5530
dc.description.abstract Increasing individual ecological literacy levels may help citizens make informed choices about the environmental challenges facing society. The purpose of this study was to explore the impacts of an arboretum curriculum incorporating mobile technology and an urban greenspace on the ecological knowledge, environmental attitudes and beliefs, and environmental behaviors of undergraduate biology students and pre-service K-8 teachers during a summer course.
dc.description.abstract Using a convergent parallel mixed-methods design, both quantitative and qualitative data were collected, analyzed, and later merged to create an enhanced understanding of the impact of the curriculum on the environmental attitudes and beliefs of the participants. Quantitative results revealed a significant difference between pre- and post-survey scores for ecological knowledge, with no significant differences between pre- and post-scores for the other variables measured. However, no significant difference in scores was found between experimental and comparison groups for any of the three variables.
dc.description.abstract When the two data sets were compared, results from the quantitative and qualitative components were found to converge and diverge. Quantitative data indicated the environmental attitudes and beliefs of participants were unaffected by the arboretum curriculum. Similarly, qualitative data indicated participants’ perceived environmental attitudes and beliefs about the importance of nature remained unchanged throughout the course of the study. However, qualitative data supporting the theme connecting with the curriculum suggested experiences with the arboretum curriculum helped participants develop an appreciation for trees and nature and led them to believe they increased their knowledge about trees.
dc.publisher Middle Tennessee State University
dc.subject Arboretum
dc.subject Ecological literacy
dc.subject Environmental education
dc.subject Green infrastructure
dc.subject Mobile technology
dc.subject Urban greenspace
dc.title ECOLOGICAL LITERACY, URBAN GREEN SPACE, AND MOBILE TECHNOLOGY: EXPLORING THE IMPACTS OF AN ARBORETUM CURRICULUM DESIGNED FOR UNDERGRADUATE BIOLOGY COURSES
dc.type Dissertation
dc.contributor.committeemember Barlow, Angela
dc.contributor.committeemember Kim, Jwa
dc.contributor.committeemember Walck, Jeffrey
dc.thesis.degreelevel Doctoral
dc.thesis.degreegrantor Middle Tennessee State University
dc.subject.umi Science education
dc.subject.umi Mathematics education
dc.subject.umi Biology
dc.description.degree Ph.D.
dc.contributor.department College of Basic & Applied Sciences


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