The effects of a wildlife conservation course on the knowledge and attitudes of gifted upper elementary student

This study investigated whether a fourteen-hour, informal wildlife conservation course offered to gifted upper elementary school students would have a significant affect upon their knowledge and attitudes. The control group consisted of students enrolled in a wildlife art class while those taking a wildlife conservation class were the experimental group. Both groups were pre- and post-tested for wildlife conservation knowledge and attitudes. The questions on the attitude section of the test were divided into three categories: wildlife conservation, pollution and science as a subject. The post-test experimental group had significantly greater knowledge about wildlife conservation and had more positive attitudes towards wildlife conservation and science. The study concluded that gifted elementary students taking a short, informal environmental education course can learn facts and concepts, and develop more positive environmental attitudes. However more research needs to be done to determine which instructional techniques are best suited for influencing student attitudes.