Abstract:
Appreciation of the natural environment is a vital step on the way to
environmental sustainability. Environmental education in K-12 education plays an
important role in developing ecologically literate and environmentally responsible
citizens. Outdoor environmental education experiences in primary and secondary
education (grades K-12) provide opportunities to generate this appreciation during the
early stages of knowledge development (Sobel, 2004 and 2008).
Today, many school systems struggle to achieve federal and state-mandated
education goals while, by and large, US education efforts are diverging from an
“ecologically literate and culturally critical citizenry” (Gruenewald and Manteaw, 2007).
As the global population continues to increase, it is important for people to understand
the impact of their choices on the environment. Integrating environmental education and
sustainability principles into the curricula of grades K-12 can help to foster understanding
and consideration of human environmental impact throughout students’ lifetimes
(Kozicki, 2010b).
Incorporating outdoor environmental education experiences improves students’
knowledge and sows the seeds for environmental sustainability. Sixth grade students
participating in a meaningful watershed educational experience (MWEE) (CBP, 2010)
with an outdoor education component increase their watershed knowledge. This would
indicate that student learning would benefit by including an outdoor education
component (Hungerford and Volk, 1990; Sebba, 1991; Yerkes and Haras, 1997; Dillon,
Rickinson, Teamey, Morris, Choi, Sanders, and Benefield, 2006; UNESCO, 2008).
This thesis examined the literature surrounding K-12 environmental education;
indicated barriers to implementing outdoor activities in existing curricula; and showed
the impact of incorporating outdoor education experiences into a 6th grade watershed
curriculum. A recently implemented watershed education program in Prince William
County, Virginia, provided context to examine a collaborative development process and
describe and test a methodology to determine teacher and student improvement in
watershed knowledge. By analyzing teacher workshop questionnaires and pre- and postexperience
student surveys, this thesis evaluated the first year of a recently implemented
6th grade watershed education program in Prince William County, Virginia, to determine
students’ watershed knowledge. This evaluation indicates that a teacher workshop
improves teachers’ confidence and intentions in teaching about watersheds and the OEE
improves students’ knowledge of watersheds, familiarity with watershed issues, and
ability to accurately assess the health of the Chesapeake Bay.