Environmental education linking academic needs with resource management goals

This thesis focused on providing information regarding the efficacy of a storm water curriculum unit to increase student knowledge about the causes of storm water pollution and to inform students about effective stewardship practices. Integrating placebased, hands-on learning strategies based on the social constructivist theory, the thesis promoted collaboration between community groups and schools to provide essential, place-based learning for students, which is currently underutilized in Chico schools. In an effort to bridge this gap, the educational unit evaluated provided a starting point from which to build more effective collaboration between community educators and teachers. Instruction centered on providing opportunities for students to interact within their own community, learning about issues impacting their local creek. Building strong bonds with natural places within one’s community is an important prerequisite to students taking an active role in protecting those areas. Pre- and post-surveys quantitatively measured the change in student understanding resulting from the curriculum by comparing student responses before and after instruction. Analysis included both descriptive and inferential statistics to analyze survey question responses and identify any patterns or distinct relationships concerning the strengths and weaknesses of lesson components. Although survey results were not uniform across all questions, the data do not indicate the curriculum had a significant effect on improving student knowledge of storm water runoff pollution and effective stewardship practices. A small population of 46 students was sampled; the validity of the results could have been improved by enlarging the sample size.