The attitude and knowledge relationships between secondary agriculture and science students' participation in multidisciplinary education and environmental/wetland restoration

Abstract

The objective of this research project was to test student knowledge and attitude changes towards wetland ecosystems, Environmental Science and Horticulture after the completion of an interdisciplinary mini-unit and propagation experiment. This study used wetland ecosystems as its theme for the instructional unit that was developed as an interdisciplinary curriculum to include environmental and horticultural topics as well as other disciplines of study. The study focused on the knowledge and attitude changes of students from both Environmental Science and Horticulture classes. Attitude and knowledge changes were assessed from a pre-posttest questionnaire that included biographical information as well as an attitude inventory and knowledge section. Students from both, Environmental Science and Horticulture classes participated in the unit and then conducted a propagation experiment using wetland plants. At the completion of the propagation experiment, the students planted their plants at the Miller Springs Nature Center in Temple, Texas. This study has shown the differences in attitude and knowledge about the environment among students that participated in an activity based and multidisciplinary unit. There were no significant differences in attitudes among any of the control or experimental groups. There was a positive, significant difference in the Horticulture students knowledge levels after they received the treatment. It is important to have an understanding of how teaching methods and curricula content can affect the attitudes and knowledge levels of students.