Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Conservation of natural resources--Study and teaching--Iowa; Conservation of natural resources--Study and teaching; Ecology--Study and teaching; Iowa;
Abstract
An environmental education needs assessment of the Iowa public schools (K-12) was conducted during the spring of 1976. The assessment was conducted via mailed questionnaire to a randomly selected sample of 2128 teachers, principals and superintendents. The proportionately stratified sample was divided into eight sub-groups1 elementary teachers, elementary principals, secondary science teachers, secondary social science teachers, secondary other teachers (all other types of secondary teachers), secondary principals, superintendents and other administrators. The response rate was 53.8 percent. Responses were made on modified Likert scales. Statistical Package for the Social Sciences was used for data recording and computer analysis. Information obtained from the questionnaire provided a generalized profile of respondents, attitudes toward environmental education and where and how environmental education was being taught and should be taught. Minor differences between sub-groups were found. Conclusions of this study indicate that in 1976 Iowa teachers and administrators felt environmental education was important and that the schools should assume a role in environmental education. Both elementary and secondary levels were teaching some environmental education, chiefly in science classes. A lesser amount was being taught in the social sciences at the secondary level. All respondents indicated more environmental education should be taught at all grade levels and in most subject areas. The elementary respondents did not favor teaching environmental education as a separate course. However, all secondary respondents except the superintendents favored teaching some environmental education as a separate course. Teachers and administrators demonstrated the beginnings of an appreciation of the environmental education process. An unrecognized need exists to expand and deepen the understanding of the process. Methods used in teaching environmental education were limited by availability and by skills and desires of teachers. Although most respondents had little formal educational experience in environmental education, they felt their personal experiences gave them sufficient background. Environmental education related school-inservice and professional meetings were the types of education experiences receiving the most favorable response. Of the eight sub-groups the secondary science teachers had the most past training and desired the most future training. Interest of teachers, students and administrators were considered assets for implementation of environmental education in Iowa schools. Major problems facing environmental education as seen by teachers and administrators were teacher time and money for salaries and equipment.
Year of Submission
1978
Degree Name
Master of Arts
Department
Department of Biology
First Advisor
Bernard L. Clausen
Second Advisor
Daryl D. Smith
Third Advisor
Clifford G. McCollum
Date Original
1978
Object Description
1 PDF file (377 leaves)
Copyright
©1978 Debra Elaine McRae
Language
en
File Format
application/pdf
Recommended Citation
McRae, Debra Elaine, "Iowa Environmental Education Needs Assessment: An Evaluation by Teachers and Administrators in Grades K-12" (1978). Dissertations and Theses @ UNI. 2153.
https://scholarworks.uni.edu/etd/2153
Comments
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