The purpose of this study was to conduct research to (a) better understand children’s perceptions of nature and (b) aid in opening the “black box” related to programmatic processes and outcomes in outdoor education research. Three separate studies were conducted. The first study used surveys, drawings and interviews to explore the assumption of a nature deficit-disorder for fifth grade youth living in an urban environment. The study investigated students’ definitions and perceptions of nature. Findings indicated variations in students’ perceptions and suggested that direct nature experiences can play a significant role in creating a connection with nature. The second study built upon the first. The study focused on the impact of an outdoor educational experience upon fifth grade children's perceptions of nature. The quasi-experimental mixed-method design provided valuable insights into outcomes associated with students’ participation in a four day, three night outdoor learning education program sponsored by the Houston Independent School District (HISD) and its Outdoor Education Center (HISD-OEC). As result of attending the program, students increased their scores on survey measures and changes in interview responses and illustrated drawings suggested that students ascribed new meaning and increased affection for nature. The final study used a case study approach to provide an in-depth review of the HISD-OEC program’s purpose, mission, philosophy, and program implementation practices. The findings linked student reported outcomes to program processes. The study was structured around the grounded theory approach of McKenzie (2000

Extract This article studies the Mind and Nature View of Chuan Shan, using this realistic emotional content presenting: exquisite subtle; unequivocal mind; nature; feelings and so forth in relation. Moreover, this article uses ether and mind connecting the entire context, discovering the emphasis of Chuan Shan Mind and Nature View that is the utilization of mind and nature. Hence the author raises propriety and education which both pose contemporary significance in this morality ethics, analysis of the morality ethics thus arises the basis of mind and nature. In discussion sequence, according to Chuan Shan using ether as the first perception, initially view mind and nature as the originality - - ether, mind, nature, lastly the art of cultivating mind and nature , including ¡V cultivating skills already achieved and morality ethics as secondary objective . Now presenting following chapter as below: There are six sections of this article. The first chapter, introduction, explained the research motive of this article, research scope, research methods and the writer¡¦s biography. Second chapter explained the originality and relations of mind and nature, raising ether; heaven; principle and way. Third chapter discussed themes about sensibility; heart and mind uniting; body and feelings uniting and subjects of so forth. Fourth chapter regarded nature; discussing feelings and talents; originality of ill-intentions. Fifth chapter discussed about an individual¡¦s self-cultivation with the two items of morality ethics: propriety and education. Sixth chapter concluded. From beginning to the end of this literacy, manly it is using the means of analysis; comparison; deduction; induction; in addition, the author classifies some complex concepts together, using diagrams method as presentation, which is also part of his significant research.

The objective of this research is to discuss the scientific story intergrated in science curriculum about the students¡¦ attitude towards science and conceptions of the nature of science . This research made use of the Static-group comparison design method for use in quasi-experimental research. The first step was to collect the related scientific background and a scientists¡¦ information, and then create a fictitious story according to the situation in an experimental teaching process, and finally issue a questionnaire in order to understand the students¡¦ experience and conviction. Our research samples were 4 grade 5 classes from a school in Kaohsiung, selected as our test group. Our control groups were 5 classes chosen from another school in Kaohsiung City. We made use of both quantitative and qualitative analysis to collect the data and analyze the information, and the research included the original Questionnaire on the nature of science, Questionnaire on learning science, and an interview information sheet. The questionnaire on the nature of science was analyzed using descriptive statistics and the t-test to obtain a quantitative analysis. The questionnaire on learning science uses percentiles and inductive analysis to obtain a quantitative analysis, with an interview providing qualitative information. The research results indicated that the students enjoyed the fictitious story curriculum, and especially enjoyed hearing about the scientists¡¦ background, as the students believed the stories could assist them in their learning. The students¡¦ attitudes were found to be positive, as the stories were thought to assist them in their learning. Thus, the students were highly interested in the curriculum, though the attitude towards the image of the scientists was not as positive, as was their attitude towards science career planning. On the point of the nature of science, students in the test group were modern minded, and the test group achieved more than the control group. On the quantity and quality of the students¡¦ knowledge, there were significant differences between the test group and the control group. Therefore, the recommendation of this research is that teachers, if interested in this teaching approach, should attempt to collect information on the scientists and their backgrounds. Also, the history of science should be taught to training teachers during their teaching training program. This will assist the teacher in becoming an effective aid towards the students learning of science.

This study was designed to explore pupils¡¦ argumentation ability and understanding about the nature of science during the argumentation activities. The method of quasi-experiment with non-equivalent group pretest-posttest design was employed. One class of 5th graders (N=22) was selected as the experimental group with 8-week argumentation instruction, and the other class (N=22) with the similar backgrounds taught with traditional instruction was served as the control group. The instruments of Argumentation Ability Test and Nature of Science (NOS) questionnaire were used in pre- and post-tests. The result indicated that the experimental group students outperform their counterparts in argumentation ability. However, there is no significant difference between the two groups on their understanding about the nature of science. Further analysis reveals that the experimental students with contemporary view of NOS make progress differently from those who are with traditional view of NOS.

No description available.

Thesis (M.S.) in Ecology and Environmental Science--University of Maine, 2002. / Includes vita. Includes bibliographical references (leaves 133-134).

Texte remanié de: Diss.--Trier--Trier Univ., 1998. Titre de soutenance : Charakteristika der Naturlyrik Su Shis und ihre ästhetische Grundlagen. / Bibliogr. en chinois et en allemand p. 227-240. Bibliogr. p. 240-245. Index.

Texte remanié de: Ph. D. / Bibliogr. p. 303-312. Index.

Texte remanié de: Dissertation--Berlin--Technische Universität, 1999. / Bibliogr. p. 147-158.

Proefschrift--Rijksuniversiteit te Leiden, 2001. / Bibliogr. p. 292-305.