Assessing the effects of expeditionary field science courses on student's environmental literacy

Abstract

This action research project studied how student's environmental literacy responded to an immersive field biology experience. Treatment was a 5-day expeditionary field course designed to connect students to wildlife research in Yellowstone. While on course, students participated in science education modules structured around the natural and cultural history of bison and the modern practices used to manage their population. Pre/post environmental literacy assessments were administered and a progressive Draw-an-Ecosystem model was delivered and scored. Results showed moderate content knowledge learning as well as increases in students empowerment and intention to act relative to environmental issues and their confidence with science competencies.