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Connecting Urban Youth with their Environment: The Impact of an Urban Ecology Course on Student Content Knowledge, Environmental Attitudes and Responsible Behaviors

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Abstract

This study explores the impact of an urban ecology program on participating middle school students’ understanding of science and pro-environmental attitudes and behaviors. We gathered pre and post survey data from four classes and found significant gains in scientific knowledge, but no significant changes in student beliefs regarding the environment. We interviewed 12 students to better understand their beliefs. Although student responses showed they had learned discrete content knowledge, they lacked any ecological understanding of the environment and had mixed perceptions of the course’s relevance in their lives. Students reported doing pro-environmental behaviors, but overwhelmingly contributed such actions to influences other than the urban ecology course. Analyses indicated a disconnect between the course, the environment, and the impact on the students’ lives. Consequently, this suggests the importance of recognizing the implications of context, culture, and identity development of urban youth. Perhaps by providing explicit connections and skills in urban environmental programs through engaging students in environmental scientific investigations that stem from their own issues and questions can increase student engagement, motivation, and self-efficacy of environmental issues.

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Acknowledgments

This research was supported in part by the National Science Foundation grant 0639466. Any opinions expressed in this work are those of the authors and do not necessarily represent either those of the funding agency, Boston College or the Urban Ecology Institute. We would like to thank our colleagues at Boston College and the Urban Ecology Institute for their work on this project.

Author information

Authors and Affiliations

  1. Boston College, Lynch School of Education, Campion Hall, 140 Commonwealth Avenue, Chestnut Hill, MA, 02467, USA

    Erin A. Hashimoto-Martell & Katherine L. McNeill

  2. Urban Ecology Institute, Chestnut Hill, MA, USA

    Emily M. Hoffman

Authors
  1. Erin A. Hashimoto-Martell
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  2. Katherine L. McNeill
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  3. Emily M. Hoffman
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Corresponding author

Correspondence to Erin A. Hashimoto-Martell.

Appendices

Appendix A

Survey Item Samples

Content knowledge sample items:

Which of the following describe a characteristic of a salt marsh?

  1. a.

    It is where rivers flow into the ocean

  2. b.

    It is a mix of fresh and salt water

  3. c.

    Land partially protects marshes from wind and waves

  4. d.

    All of the above

What is an ecosystem?

  1. a.

    Where living and nonliving things interact and depend on each other

  2. b.

    The animals that live together in an area

  3. c.

    The plants growing in a specific location

  4. d.

    Nonliving (abiotic) things such as: soil, water, air

How do humans affect the natural ecosystem of the harbor?

  1. a.

    Human development and industry pollute and destroy natural habitats

  2. b.

    Humans clean, restore, and protect the natural plants and animal habitats

  3. c.

    Both (a) and (b)

  4. d.

    Humans do not affect the harbor ecosystem

Environmental belief sample items:

  • There are natural areas in the city.

  • If I knew someone was polluting the harbor, I would feel upset.

  • It is important to keep the environment clean.

  • I recycle paper, aluminum, and plastic.

  • I cannot make a difference in keeping the environment clean.*

  • I do not think about the environment in my choices.*

  • I enjoy spending time outdoors.

    *Negatively formulated items.

Appendix B

Interview Protocol

Background Information:

  1. 1.

    How long have you lived in the area? What do you like or dislike about living here?

  2. 2.

    What things do you do outside?

    • Probe: Do you enjoy doing things outside? Why?

    • Probe: Can you think of any outdoor activities you would like to do, but haven’t done before?

Urban Ecology Course Experience

  1. 1.

    What do you think you have learned or gained from the course?

    • Probe: Has the class changed the way you think about the environment?

    • Probe: Has the class changed the way you think about science in general?

  2. 2.

    Has anything about the course been relevant to your daily life?

    • Probe: Why did you see it as connected? Or why not? What parts of the course seem more relevant to you?

    • Probe: What about when you are with your friends and family outside of school? Does anything related to what you have been doing or learning in the class ever come up?

  3. 3.

    Do you think having a class like UE is important? Why?

    • Probe: Do you think is it important for the class to be taught outdoors? Why?

Environmental Awareness & Stewardship

  1. 1.

    Can you describe what the environment around the school is like?

    • Probe: Are there any natural areas near the school?

    • Probe: Who is responsible for taking care of the environment? Is there anything you think you could do?

  2. 2.

    Do you do anything that is “environmentally friendly” or “green”?

    • Probe: What do you recycle? Save energy? Litter? Where and when? Why?

    • Probe: Has the UE class caused you to think about the environment more? What parts (certain topics, discussions, being outdoors?)?

  3. 3.

    Do you think there is an environmental problem? What do you think are the problems? Solutions?

    • Probe: Can taking a class in school help with any of this? How?

    • Probe: Is there anything you plan to do to help the environment? What gave you those ideas?

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Hashimoto-Martell, E.A., McNeill, K.L. & Hoffman, E.M. Connecting Urban Youth with their Environment: The Impact of an Urban Ecology Course on Student Content Knowledge, Environmental Attitudes and Responsible Behaviors. Res Sci Educ 42, 1007–1026 (2012). https://doi.org/10.1007/s11165-011-9233-6

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  • DOI: https://doi.org/10.1007/s11165-011-9233-6

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