Effects of botanical gardens on student environmental perception

This paper examines the role of the classroom environment in promoting student well-being and, more specifically, a sense of responsibility towards nature in the city. The study analyzed how indoor vs outdoor educational environments affect students' perception of events and phenomena focusing...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Yilmaz, Sevgi [verfasserIn] Vural, Hüccet [verfasserIn] Yilmaz, Hasan [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2022

Schlagwörter:	Physical environment Student awareness Outdoor education Urban gardens Multisensorial environments

Übergeordnetes Werk:	Enthalten in: Ecological informatics - Amsterdam [u.a.] : Elsevier, 2006, 73
Übergeordnetes Werk:	volume:73

DOI / URN:	10.1016/j.ecoinf.2022.101942

Katalog-ID:	ELV009042407

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520			\|a This paper examines the role of the classroom environment in promoting student well-being and, more specifically, a sense of responsibility towards nature in the city. The study analyzed how indoor vs outdoor educational environments affect students' perception of events and phenomena focusing on emotional, behavioral and cognitive processes. It was conducted in the Kayakyolu Secondary School, Erzurum, Turkey with 282 students ranging in age from 11 to 14 in grades 5–8. They participated in reading a story in two distinct environments: an enclosed indoor classroom and an outdoor botanical garden. Significant differences in the emotional, behavioral and cognitive approaches of the students in these two environments were obtained at p < .05. All three approaches (emotional behavioral and cognitive) in the botanical garden environment produced higher positive values than those of the classroom environment. The rate of negative emotions of the students in the botanical garden was 23.3% and increased to 40.1% in a closed classroom environment. It was clearly observed that the environmental awareness and sensitivity of the students educated in botanical garden was absolutely higher than those of an indoor environment. The responses indicating behaviors of not adversely interfering with natural processes and indicating the value of living in harmony with nature increased in the botanical garden. The findings of this research demonstrate that environmental education conducted in a natural environment is more effective as compared to the education given in the classroom setting. The study supports the proposition that future generations educated in natural surroundings will be better able to make more accurate, creative, and resilient decisions for the environment.
650		4	\|a Physical environment
650		4	\|a Student awareness
650		4	\|a Outdoor education
650		4	\|a Urban gardens
650		4	\|a Multisensorial environments
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700	1		\|a Yilmaz, Hasan \|e verfasserin \|4 aut
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936	b	k	\|a 42.11 \|j Biomathematik \|j Biokybernetik
951			\|a AR
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publishDate	2022
allfields	10.1016/j.ecoinf.2022.101942 doi (DE-627)ELV009042407 (ELSEVIER)S1574-9541(22)00392-2 DE-627 ger DE-627 rda eng 610 333.7 DE-600 BIODIV DE-30 fid 42.90 bkl 42.11 bkl Yilmaz, Sevgi verfasserin aut Effects of botanical gardens on student environmental perception 2022 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper examines the role of the classroom environment in promoting student well-being and, more specifically, a sense of responsibility towards nature in the city. The study analyzed how indoor vs outdoor educational environments affect students' perception of events and phenomena focusing on emotional, behavioral and cognitive processes. It was conducted in the Kayakyolu Secondary School, Erzurum, Turkey with 282 students ranging in age from 11 to 14 in grades 5–8. They participated in reading a story in two distinct environments: an enclosed indoor classroom and an outdoor botanical garden. Significant differences in the emotional, behavioral and cognitive approaches of the students in these two environments were obtained at p < .05. All three approaches (emotional behavioral and cognitive) in the botanical garden environment produced higher positive values than those of the classroom environment. The rate of negative emotions of the students in the botanical garden was 23.3% and increased to 40.1% in a closed classroom environment. It was clearly observed that the environmental awareness and sensitivity of the students educated in botanical garden was absolutely higher than those of an indoor environment. The responses indicating behaviors of not adversely interfering with natural processes and indicating the value of living in harmony with nature increased in the botanical garden. The findings of this research demonstrate that environmental education conducted in a natural environment is more effective as compared to the education given in the classroom setting. The study supports the proposition that future generations educated in natural surroundings will be better able to make more accurate, creative, and resilient decisions for the environment. Physical environment Student awareness Outdoor education Urban gardens Multisensorial environments Vural, Hüccet verfasserin aut Yilmaz, Hasan verfasserin aut Enthalten in Ecological informatics Amsterdam [u.a.] : Elsevier, 2006 73 Online-Ressource (DE-627)506285960 (DE-600)2218079-5 (DE-576)25927349X 1878-0512 nnns volume:73 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-BIODIV SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2106 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 42.90 Ökologie: Allgemeines 42.11 Biomathematik Biokybernetik AR 73
spelling	10.1016/j.ecoinf.2022.101942 doi (DE-627)ELV009042407 (ELSEVIER)S1574-9541(22)00392-2 DE-627 ger DE-627 rda eng 610 333.7 DE-600 BIODIV DE-30 fid 42.90 bkl 42.11 bkl Yilmaz, Sevgi verfasserin aut Effects of botanical gardens on student environmental perception 2022 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper examines the role of the classroom environment in promoting student well-being and, more specifically, a sense of responsibility towards nature in the city. The study analyzed how indoor vs outdoor educational environments affect students' perception of events and phenomena focusing on emotional, behavioral and cognitive processes. It was conducted in the Kayakyolu Secondary School, Erzurum, Turkey with 282 students ranging in age from 11 to 14 in grades 5–8. They participated in reading a story in two distinct environments: an enclosed indoor classroom and an outdoor botanical garden. Significant differences in the emotional, behavioral and cognitive approaches of the students in these two environments were obtained at p < .05. All three approaches (emotional behavioral and cognitive) in the botanical garden environment produced higher positive values than those of the classroom environment. The rate of negative emotions of the students in the botanical garden was 23.3% and increased to 40.1% in a closed classroom environment. It was clearly observed that the environmental awareness and sensitivity of the students educated in botanical garden was absolutely higher than those of an indoor environment. The responses indicating behaviors of not adversely interfering with natural processes and indicating the value of living in harmony with nature increased in the botanical garden. The findings of this research demonstrate that environmental education conducted in a natural environment is more effective as compared to the education given in the classroom setting. The study supports the proposition that future generations educated in natural surroundings will be better able to make more accurate, creative, and resilient decisions for the environment. Physical environment Student awareness Outdoor education Urban gardens Multisensorial environments Vural, Hüccet verfasserin aut Yilmaz, Hasan verfasserin aut Enthalten in Ecological informatics Amsterdam [u.a.] : Elsevier, 2006 73 Online-Ressource (DE-627)506285960 (DE-600)2218079-5 (DE-576)25927349X 1878-0512 nnns volume:73 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-BIODIV SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2106 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 42.90 Ökologie: Allgemeines 42.11 Biomathematik Biokybernetik AR 73
allfields_unstemmed	10.1016/j.ecoinf.2022.101942 doi (DE-627)ELV009042407 (ELSEVIER)S1574-9541(22)00392-2 DE-627 ger DE-627 rda eng 610 333.7 DE-600 BIODIV DE-30 fid 42.90 bkl 42.11 bkl Yilmaz, Sevgi verfasserin aut Effects of botanical gardens on student environmental perception 2022 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper examines the role of the classroom environment in promoting student well-being and, more specifically, a sense of responsibility towards nature in the city. The study analyzed how indoor vs outdoor educational environments affect students' perception of events and phenomena focusing on emotional, behavioral and cognitive processes. It was conducted in the Kayakyolu Secondary School, Erzurum, Turkey with 282 students ranging in age from 11 to 14 in grades 5–8. They participated in reading a story in two distinct environments: an enclosed indoor classroom and an outdoor botanical garden. Significant differences in the emotional, behavioral and cognitive approaches of the students in these two environments were obtained at p < .05. All three approaches (emotional behavioral and cognitive) in the botanical garden environment produced higher positive values than those of the classroom environment. The rate of negative emotions of the students in the botanical garden was 23.3% and increased to 40.1% in a closed classroom environment. It was clearly observed that the environmental awareness and sensitivity of the students educated in botanical garden was absolutely higher than those of an indoor environment. The responses indicating behaviors of not adversely interfering with natural processes and indicating the value of living in harmony with nature increased in the botanical garden. The findings of this research demonstrate that environmental education conducted in a natural environment is more effective as compared to the education given in the classroom setting. The study supports the proposition that future generations educated in natural surroundings will be better able to make more accurate, creative, and resilient decisions for the environment. Physical environment Student awareness Outdoor education Urban gardens Multisensorial environments Vural, Hüccet verfasserin aut Yilmaz, Hasan verfasserin aut Enthalten in Ecological informatics Amsterdam [u.a.] : Elsevier, 2006 73 Online-Ressource (DE-627)506285960 (DE-600)2218079-5 (DE-576)25927349X 1878-0512 nnns volume:73 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-BIODIV SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2106 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 42.90 Ökologie: Allgemeines 42.11 Biomathematik Biokybernetik AR 73
allfieldsGer	10.1016/j.ecoinf.2022.101942 doi (DE-627)ELV009042407 (ELSEVIER)S1574-9541(22)00392-2 DE-627 ger DE-627 rda eng 610 333.7 DE-600 BIODIV DE-30 fid 42.90 bkl 42.11 bkl Yilmaz, Sevgi verfasserin aut Effects of botanical gardens on student environmental perception 2022 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper examines the role of the classroom environment in promoting student well-being and, more specifically, a sense of responsibility towards nature in the city. The study analyzed how indoor vs outdoor educational environments affect students' perception of events and phenomena focusing on emotional, behavioral and cognitive processes. It was conducted in the Kayakyolu Secondary School, Erzurum, Turkey with 282 students ranging in age from 11 to 14 in grades 5–8. They participated in reading a story in two distinct environments: an enclosed indoor classroom and an outdoor botanical garden. Significant differences in the emotional, behavioral and cognitive approaches of the students in these two environments were obtained at p < .05. All three approaches (emotional behavioral and cognitive) in the botanical garden environment produced higher positive values than those of the classroom environment. The rate of negative emotions of the students in the botanical garden was 23.3% and increased to 40.1% in a closed classroom environment. It was clearly observed that the environmental awareness and sensitivity of the students educated in botanical garden was absolutely higher than those of an indoor environment. The responses indicating behaviors of not adversely interfering with natural processes and indicating the value of living in harmony with nature increased in the botanical garden. The findings of this research demonstrate that environmental education conducted in a natural environment is more effective as compared to the education given in the classroom setting. The study supports the proposition that future generations educated in natural surroundings will be better able to make more accurate, creative, and resilient decisions for the environment. Physical environment Student awareness Outdoor education Urban gardens Multisensorial environments Vural, Hüccet verfasserin aut Yilmaz, Hasan verfasserin aut Enthalten in Ecological informatics Amsterdam [u.a.] : Elsevier, 2006 73 Online-Ressource (DE-627)506285960 (DE-600)2218079-5 (DE-576)25927349X 1878-0512 nnns volume:73 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-BIODIV SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2106 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 42.90 Ökologie: Allgemeines 42.11 Biomathematik Biokybernetik AR 73
allfieldsSound	10.1016/j.ecoinf.2022.101942 doi (DE-627)ELV009042407 (ELSEVIER)S1574-9541(22)00392-2 DE-627 ger DE-627 rda eng 610 333.7 DE-600 BIODIV DE-30 fid 42.90 bkl 42.11 bkl Yilmaz, Sevgi verfasserin aut Effects of botanical gardens on student environmental perception 2022 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper examines the role of the classroom environment in promoting student well-being and, more specifically, a sense of responsibility towards nature in the city. The study analyzed how indoor vs outdoor educational environments affect students' perception of events and phenomena focusing on emotional, behavioral and cognitive processes. It was conducted in the Kayakyolu Secondary School, Erzurum, Turkey with 282 students ranging in age from 11 to 14 in grades 5–8. They participated in reading a story in two distinct environments: an enclosed indoor classroom and an outdoor botanical garden. Significant differences in the emotional, behavioral and cognitive approaches of the students in these two environments were obtained at p < .05. All three approaches (emotional behavioral and cognitive) in the botanical garden environment produced higher positive values than those of the classroom environment. The rate of negative emotions of the students in the botanical garden was 23.3% and increased to 40.1% in a closed classroom environment. It was clearly observed that the environmental awareness and sensitivity of the students educated in botanical garden was absolutely higher than those of an indoor environment. The responses indicating behaviors of not adversely interfering with natural processes and indicating the value of living in harmony with nature increased in the botanical garden. The findings of this research demonstrate that environmental education conducted in a natural environment is more effective as compared to the education given in the classroom setting. The study supports the proposition that future generations educated in natural surroundings will be better able to make more accurate, creative, and resilient decisions for the environment. Physical environment Student awareness Outdoor education Urban gardens Multisensorial environments Vural, Hüccet verfasserin aut Yilmaz, Hasan verfasserin aut Enthalten in Ecological informatics Amsterdam [u.a.] : Elsevier, 2006 73 Online-Ressource (DE-627)506285960 (DE-600)2218079-5 (DE-576)25927349X 1878-0512 nnns volume:73 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-BIODIV SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2106 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 42.90 Ökologie: Allgemeines 42.11 Biomathematik Biokybernetik AR 73
language	English
source	Enthalten in Ecological informatics 73 volume:73
sourceStr	Enthalten in Ecological informatics 73 volume:73
format_phy_str_mv	Article
bklname	Ökologie: Allgemeines Biomathematik Biokybernetik
institution	findex.gbv.de
topic_facet	Physical environment Student awareness Outdoor education Urban gardens Multisensorial environments
dewey-raw	610
isfreeaccess_bool	false
container_title	Ecological informatics
authorswithroles_txt_mv	Yilmaz, Sevgi @@aut@@ Vural, Hüccet @@aut@@ Yilmaz, Hasan @@aut@@
publishDateDaySort_date	2022-01-01T00:00:00Z
hierarchy_top_id	506285960
dewey-sort	3610
id	ELV009042407
language_de	englisch
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author	Yilmaz, Sevgi
spellingShingle	Yilmaz, Sevgi ddc 610 fid BIODIV bkl 42.90 bkl 42.11 misc Physical environment misc Student awareness misc Outdoor education misc Urban gardens misc Multisensorial environments Effects of botanical gardens on student environmental perception
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topic_title	610 333.7 DE-600 BIODIV DE-30 fid 42.90 bkl 42.11 bkl Effects of botanical gardens on student environmental perception Physical environment Student awareness Outdoor education Urban gardens Multisensorial environments
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title	Effects of botanical gardens on student environmental perception
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title_full	Effects of botanical gardens on student environmental perception
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title_sort	effects of botanical gardens on student environmental perception
title_auth	Effects of botanical gardens on student environmental perception
abstract	This paper examines the role of the classroom environment in promoting student well-being and, more specifically, a sense of responsibility towards nature in the city. The study analyzed how indoor vs outdoor educational environments affect students' perception of events and phenomena focusing on emotional, behavioral and cognitive processes. It was conducted in the Kayakyolu Secondary School, Erzurum, Turkey with 282 students ranging in age from 11 to 14 in grades 5–8. They participated in reading a story in two distinct environments: an enclosed indoor classroom and an outdoor botanical garden. Significant differences in the emotional, behavioral and cognitive approaches of the students in these two environments were obtained at p < .05. All three approaches (emotional behavioral and cognitive) in the botanical garden environment produced higher positive values than those of the classroom environment. The rate of negative emotions of the students in the botanical garden was 23.3% and increased to 40.1% in a closed classroom environment. It was clearly observed that the environmental awareness and sensitivity of the students educated in botanical garden was absolutely higher than those of an indoor environment. The responses indicating behaviors of not adversely interfering with natural processes and indicating the value of living in harmony with nature increased in the botanical garden. The findings of this research demonstrate that environmental education conducted in a natural environment is more effective as compared to the education given in the classroom setting. The study supports the proposition that future generations educated in natural surroundings will be better able to make more accurate, creative, and resilient decisions for the environment.
abstractGer	This paper examines the role of the classroom environment in promoting student well-being and, more specifically, a sense of responsibility towards nature in the city. The study analyzed how indoor vs outdoor educational environments affect students' perception of events and phenomena focusing on emotional, behavioral and cognitive processes. It was conducted in the Kayakyolu Secondary School, Erzurum, Turkey with 282 students ranging in age from 11 to 14 in grades 5–8. They participated in reading a story in two distinct environments: an enclosed indoor classroom and an outdoor botanical garden. Significant differences in the emotional, behavioral and cognitive approaches of the students in these two environments were obtained at p < .05. All three approaches (emotional behavioral and cognitive) in the botanical garden environment produced higher positive values than those of the classroom environment. The rate of negative emotions of the students in the botanical garden was 23.3% and increased to 40.1% in a closed classroom environment. It was clearly observed that the environmental awareness and sensitivity of the students educated in botanical garden was absolutely higher than those of an indoor environment. The responses indicating behaviors of not adversely interfering with natural processes and indicating the value of living in harmony with nature increased in the botanical garden. The findings of this research demonstrate that environmental education conducted in a natural environment is more effective as compared to the education given in the classroom setting. The study supports the proposition that future generations educated in natural surroundings will be better able to make more accurate, creative, and resilient decisions for the environment.
abstract_unstemmed	This paper examines the role of the classroom environment in promoting student well-being and, more specifically, a sense of responsibility towards nature in the city. The study analyzed how indoor vs outdoor educational environments affect students' perception of events and phenomena focusing on emotional, behavioral and cognitive processes. It was conducted in the Kayakyolu Secondary School, Erzurum, Turkey with 282 students ranging in age from 11 to 14 in grades 5–8. They participated in reading a story in two distinct environments: an enclosed indoor classroom and an outdoor botanical garden. Significant differences in the emotional, behavioral and cognitive approaches of the students in these two environments were obtained at p < .05. All three approaches (emotional behavioral and cognitive) in the botanical garden environment produced higher positive values than those of the classroom environment. The rate of negative emotions of the students in the botanical garden was 23.3% and increased to 40.1% in a closed classroom environment. It was clearly observed that the environmental awareness and sensitivity of the students educated in botanical garden was absolutely higher than those of an indoor environment. The responses indicating behaviors of not adversely interfering with natural processes and indicating the value of living in harmony with nature increased in the botanical garden. The findings of this research demonstrate that environmental education conducted in a natural environment is more effective as compared to the education given in the classroom setting. The study supports the proposition that future generations educated in natural surroundings will be better able to make more accurate, creative, and resilient decisions for the environment.
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title_short	Effects of botanical gardens on student environmental perception
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Effects of botanical gardens on student environmental perception

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