NOTE: This item is not available outside the Texas A&M University network. Texas A&M affiliated users who are off campus can access the item through NetID and password authentication or by using TAMU VPN. Non-affiliated individuals should request a copy through their local library's interlibrary loan service.
The attitude and knowledge relationships between secondary agriculture and science students' participation in multidisciplinary education and environmental/wetland restoration
|dc.creator||Campbell, Amy Noelle|
|dc.description||Due to the character of the original source materials and the nature of batch digitization, quality control issues may be present in this document. Please report any quality issues you encounter to email@example.com, referencing the URI of the item.||en|
|dc.description||Includes bibliographical references.||en|
|dc.description.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.||en|
|dc.publisher||Texas A&M University|
|dc.rights||This thesis was part of a retrospective digitization project authorized by the Texas A&M University Libraries in 2008. Copyright remains vested with the author(s). It is the user's responsibility to secure permission from the copyright holder(s) for re-use of the work beyond the provision of Fair Use.||en|
|dc.title||The attitude and knowledge relationships between secondary agriculture and science students' participation in multidisciplinary education and environmental/wetland restoration||en|
Files in this item
This item appears in the following Collection(s)
Digitized Theses and Dissertations (1922–2004)
Texas A&M University Theses and Dissertations (1922–2004)
Request Open Access
This item and its contents are restricted. If this is your thesis or dissertation, you can make it open-access. This will allow all visitors to view the contents of the thesis.