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The contribution of a Teaching-Learning Sequence in knowledge acquisi-tion and attitudes formulation of grade 6 students regarding the Mediter-ranean lagoon ecosystem (Master thesis)

Καλομπρατσίδης, Γεώργιος/ Kalobratsidis, George

The present study aims to investigate the level of Elementary school students’ environmental knowledge and attitudes towards the wetlands through the implementation of a Learning-Teaching Sequence (LTS). More specifically, the LTS, which lasted seven months, was ap-plied to a sample of 20 6-grade students and included (a) an initial assessment of their knowledge in terms of the coastal Mediterranean ecosystems in general, and the Greek lagoon ecosystems in particular, as well as the degree of their pro-environmental attitudes by using a specially designed questionnaire, (b) a corresponding evaluation after the implementation of certain teaching interventions within the school having as a basis the use of a digital educa-tional material about the structure and function of lagoon ecosystems, and (c) a final examina-tion, immediately after the end of their outdoor activities, to determine the degree of possible effect of a specialized “field trip” approach. Research results revealed that mainly students’ knowledge, as well as their attitudes, were limited before the beginning of the LTS as it was expected for a rather non-familiar issue. Both the level of their environmental attitudes and knowledge, immediately after the didactic intervention in the classroom and the outdoor ac-tivities in a nearby lagoon ecosystem, showed a statistically significant increase, pointing out the special pedagogic value of a carefully designed and well-organized Learning-Teaching Sequence.