Symbiosis Between EE and SE

The Combined Effect of Environmental Values and Fascination with Biology on Biodiversity-Related Learning

Abstract

Cognitive learning in ‘green’ education modules feeds its success from a host of predictor variables. In our present study, we focused on the relation between environmental attitude sets and fascination with biology and their impact on biodiversity-related learning within a sample of 205 Bavarian 10th graders (Mage = 15.3, SD = ±0.64). We engaged the participants in an innovative environmental learning module situated in biology lessons and including student-centered, hands-on learning experiences, such as, for instance, a species identification exercise, interactive multimedia-based elearning activities, or a role-play to explore a future scenario for sustainable forestry. Central element of our module was a citizen science activity in which students collected forest soil samples that contributed to the DNA barcoding project Barcoding Fauna Bavarica, which aims to complete a comprehensive inventory of biodiversity at the state and national level. Using a pre-post-retention-test design (T0, T1, T2), we monitored cognitive achievement, environmental values, and fascination with biology by applying a module-dependent knowledge test, the 2-MEV scale and the Fascination with Science scale. Pro-environmental values (preservation, PRE) showed a strong positive correlation with fascination with biology (FB), whereas preferences of nature utilization (UTL) revealed the reverse trend. The effects of PRE attitudes and FB on biodiversity-related learning were analyzed via structural equation modeling (SEM): both variables positively predicted cognitive learning achieved through module participation. The results underline the relevance of developing a symbiotic relationship between environmental education (EE) and science education (SE), which is up to now underresearched and underrepresented in practice.