Investigating the Relationship between Non-Formal Education, Flora Recognition Ability and Students’ Attitudes toward Plants
DOI:
https://doi.org/10.54536/jir.v4i1.6114Keywords:
Attitudes, Education, Flora, Knowledge, Plants, StudentsAbstract
The present study had as its primary purpose to present and compare the learning outcomes of non-formal education versus formal education in terms of the ability of secondary school students to recognize the local flora and attitudes that they develop against plants. The educational activities took place both within the school environment (control group) and in the Information Centre of the Olympus National Park (experimental group). Through non-formal learning and direct contact with plants, the research sought to determine the extent to which the students’ knowledge of flora improved, as well as whether their attitudes changed to a level beyond the cognitive level. The results showed that both groups of students presented However, although both groups had an initially positive attitude, the improvement in attitudes was more evident in the control group (formal education). The assessment process proved to be crucial for assessing the conversion of students’ initial knowledge, enriching the relevant literature, especially for secondary school students’ education, and providing inspiration for future relevant research.
References
Anderson, D., Lucas, K. B., & Ginns, I. S. (2003). Theoretical perspectives on learning in an informal setting. Journal of Research in Science Teaching, 40(2), 177–199.
Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: M.I.T. Press.
Cohen, E. G. (1992). Restructuring the classroom: Conditions for productive small groups. Issues in Restructuring Schools, 2, 4–7.
Cohen, L., & Manion, L. (1997). Methodology of educational research (S. Kyranakis, K. Betsis, & M. Vamvouka, Trans.). Athens: Metaichmio.
Czerkawski, B. (2016). Blending formal and informal learning networks for online learning. International Review of Research in Open and Distributed Learning, 17(3).
Dierking, L. (1991). Learning theory and learning styles: An overview. Journal of Museum Education, 16(1), 4–6.
DiEnno, C., & Hilton, S. (2005). High school students’ knowledge, attitudes, and levels of enjoyment of an environmental education unit on non-native plants. Journal of Environmental Education, 37(1), 13–25.
Dillon, J., Rickinson, M., Teamey, K., Morris, M., O’Donnell, L., Saunders, M., & Spackman, S. (2006). The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review, 87(320), 105–111.
Driver, R., Guesne, E., & Tiberghien, A. (1985). Children’s ideas in science. Milton Keynes: Open University Press.
Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5–12.
Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, D.C.: The National Academies Press.
Fancovicova, J., & Prokop, P. (2010). Development and initial psychometric assessment of the Plant Attitude Questionnaire. International Journal of Science Education, 19, 415–421.
Fancovicova, J., & Prokop, P. (2011). Plants have a chance: Outdoor educational programmes alter students’ knowledge and attitudes towards plants. Environmental Education Research, 17, 537–551.
Fraser, B. J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1, 7–33.
Georghiou, K., & Delipetrou, P. (2010). Patterns and traits of the endemic plants of Greece. Botanical Journal of the Linnean Society, 162, 130–422.
Griffin, J., & Symington, D. (1997). Moving from task-oriented to learning-oriented strategies on school excursions to museums. Science Education, 81(6), 763–779.
Harriman, H. (2006). The outdoor classroom: A place to learn. England: Corner to Learn Limited.
Hungerford, H. R., & Volk, T. L. (1990). Changing learner behavior through environmental education. Journal of Environmental Education, 21, 8–22.
Jacobs, G. M., Lee, C., & Ng, M. (1997). Co-operative learning in the thinking classroom. Paper presented at the International Conference on Thinking, Singapore.
Koballa, T., & Crawley, F. (1985). The influence of attitude on science teaching and learning. School Science and Mathematics, 85(3), 222–232.
Köse, S. (2008). Diagnosing student misconceptions: Using drawings as a research method. World Applied Sciences Journal, 3(2), 283–292.
Krapp, A. (2002). An educational-psychological theory of interest and its relation to self-determination theory. In E. Deci & R. Ryan (Eds.), The handbook of self-determination research (pp. 405–427). Rochester, NY: University of Rochester Press.
Lindemann-Matthies, P. (2005). “Loveable” mammals and “lifeless” plants: How children’s interest in common local organisms can be enhanced through observation of nature. International Journal of Science Education, 27(6), 655–677.
Mavrikaki, E., Kokolakis, S., Koumparou, D., & Koliopoulos, D. (2012). Greek secondary school students’ views about biology. International Journal of Environmental & Science Education, 7(2), 217–232.
Metz, K. E. (1995). On the complex relation between cognitive developmental research and children’s science curricula. Review of Educational Research, 67(1), 151–163.
Moustafa, A., Ben-Zvi-Assaraf, O., & Eshach, H. (2013). Do junior high school students perceive their learning environment as constructivist? International Journal of Science Education, 22, 418–431.
Ouzouni, C., & Nakakis, K. (2011). Validity and reliability of measurement instruments in quantitative studies. Department of Nursing, TEI of Lamia.
Patrick, P., & Tunnicliffe, S. D. (2011). What plants and animals do early childhood and primary students name? Where do they see them? International Journal of Science Education, 20, 630–642.
Philips, D. C. (1995). The good, the bad and the ugly: The many faces of constructivism. Educational Research, 24(7), 5–12.
Shrigley, R. L. (1990). Attitude and behavior are correlates. Journal of Research in Science Teaching, 27, 97–113.
Strgar, J. (2007). Increasing the interest of students in plants. Journal of Biological Education, 42, 19–23.
Strid, A. (1995). The Greek mountain flora, with special reference to the Central European element. Boconea, 5, 99–112.
Zelezny, L. (1999). Educational interventions that improve environmental behaviors: A meta-analysis. Journal of Environmental Education, 31, 5–14.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Natsiopoulos D. Georgios
This work is licensed under a Creative Commons Attribution 4.0 International License.
