This paper examines the role of the classroom environment in promoting student well-being and, more specif-ically, a sense of responsibility towards nature in the city. The study analyzed how indoor vs outdoor educational environments affect students' perception of events and phenomena focusing on emotional, behavioral and cognitive processes. It was conducted in the Kayakyolu Secondary School, Erzurum, Turkey with 282 students ranging in age from 11 to 14 in grades 5-8. They participated in reading a story in two distinct environments: an enclosed indoor classroom and an outdoor botanical garden. Significant differences in the emotional, behavioral and cognitive approaches of the students in these two environments were obtained at p < .05. All three ap-proaches (emotional behavioral and cognitive) in the botanical garden environment produced higher positive values than those of the classroom environment. The rate of negative emotions of the students in the botanical garden was 23.3 and increased to 40.1 in a closed classroom environment. It was clearly observed that the environmental awareness and sensitivity of the students educated in botanical garden was absolutely higher than those of an indoor environment. The responses indicating behaviors of not adversely interfering with natural processes and indicating the value of living in harmony with nature increased in the botanical garden. The findings of this research demonstrate that environmental education conducted in a natural environment is more effective as compared to the education given in the classroom setting. The study supports the proposition that future generations educated in natural surroundings will be better able to make more accurate, creative, and resilient decisions for the environment.
Yayın Adı (dc.title) | Effects of botanical gardens on student environmental perception |
Yazar/lar (dc.contributor.yazarlar) | Sevgi Yilmaz, Hüccet Vural, Hasan Yilmaz |
Yayın Türü (dc.type) | Makale |
Dil (dc.language) | İngilizce |
Yayımlanma Yılı (dc.date.issued) | 2022 |
Ulusal/Uluslararası (dc.identifier.ulusaluluslararasi) | Uluslararası |
Kaynak (dc.relation.journal) | Ecological Informatics |
Cilt/Sayı (dc.identifier.volume) | 73 |
Sayfa (dc.identifier.startpage) | Article Number: 101942 |
ISSN/ISBN (dc.identifier.issn) | ISSN: 1574-9541; Online ISSN: 1878-0512 |
Yayıncı (dc.publisher) | Elsevier |
Veri Tabanları (dc.contributor.veritaban) | Web of Science Core Collection |
Veri Tabanları (dc.contributor.veritaban) | Sciencedirect |
Veri Tabanları (dc.contributor.veritaban) | Scopus |
İndex Türü (dc.identifier.index) | SCI Expanded |
İndex Türü (dc.identifier.index) | Scopus |
Etki Faktörü (dc.identifier.etkifaktoru) | 5,1 / 2022-WOS / 5 Year: 4,9 |
Özet (dc.description.abstract) | This paper examines the role of the classroom environment in promoting student well-being and, more specif-ically, a sense of responsibility towards nature in the city. The study analyzed how indoor vs outdoor educational environments affect students' perception of events and phenomena focusing on emotional, behavioral and cognitive processes. It was conducted in the Kayakyolu Secondary School, Erzurum, Turkey with 282 students ranging in age from 11 to 14 in grades 5-8. They participated in reading a story in two distinct environments: an enclosed indoor classroom and an outdoor botanical garden. Significant differences in the emotional, behavioral and cognitive approaches of the students in these two environments were obtained at p < .05. All three ap-proaches (emotional behavioral and cognitive) in the botanical garden environment produced higher positive values than those of the classroom environment. The rate of negative emotions of the students in the botanical garden was 23.3 and increased to 40.1 in a closed classroom environment. It was clearly observed that the environmental awareness and sensitivity of the students educated in botanical garden was absolutely higher than those of an indoor environment. The responses indicating behaviors of not adversely interfering with natural processes and indicating the value of living in harmony with nature increased in the botanical garden. The findings of this research demonstrate that environmental education conducted in a natural environment is more effective as compared to the education given in the classroom setting. The study supports the proposition that future generations educated in natural surroundings will be better able to make more accurate, creative, and resilient decisions for the environment. |
URL (dc.rights) | https://www.sciencedirect.com/science/article/pii/S1574954122003922 |
DOI (dc.identifier.doi) | 10.1016/j.ecoinf.2022.101942 |
Fakültesi / Enstitütü (dc.identifier.fakulte) | Ziraat Fakültesi |
Bölümü (dc.identifier.bolum) | Bahçe ve Tarla Bitkileri Bölümü |
Kurumdaki Yazar/lar (dc.contributor.author) | Hasan YILMAZ |
Kayıt No (dc.identifier.kayitno) | BLB3AA5E0B |
Kayıt Giriş Tarihi (dc.date.available) | 2023-02-23 |
Not (Yayımlanma Yılı) (dc.identifier.notyayinyili) | WOS Early Access: DEC 2022; Published: MAR 2023 |
Wos No (dc.identifier.wos) | WOS:000913170500005 |
Konu Başlıkları (dc.subject) | physical environment |
Konu Başlıkları (dc.subject) | student awareness |
Konu Başlıkları (dc.subject) | outdoor education |
Konu Başlıkları (dc.subject) | urban gardens |
Konu Başlıkları (dc.subject) | multisensorial environments |