|Bogner, FX; Beyer, K-P: Empirical Numbers Must Represent Real Numbers: Learning About Species Protection , Fresenius Environmental Bulletin, 15(8a), 1-5 (2006)|
This paper examines effects of a school-week long, self-regulated project-learning activity within a zoological garden to secondary school pupils. In a quasi-experimental pre-/post-test design selected influences to the relevant knowledge as well as the environmental/ecological perception were monitored. The programme followed a cognitive-emotional self-directed rationale, focusing on issues of conservation and biodiversity. The programme effect was assessed by a questionnaire battery. The latter one’s validity has been assured by specific construct validation procedures; it quantifies the two contrasting views of conserving as well as utilising nature/environment. The post-test was delayed for one month after participation in order to exclude short-term effects. The education programme increased the individual knowledge level and caused a shift within the environmental perception by increasing accepting preservation and decreasing tolerating utilisation/ exploitation.