ABSTRACT In this study, we explore the influence of student engagement on middle school students’ environmental literacy outcomes at a residential environmental education (EE) program. We observed 80 lessons and 17 educators, observing six measures related to engagement. We also administered immediate post-experience surveys measuring students’ self-reported levels of engagement and environmental literacy outcomes. Only self-reported student engagement was significantly associated with more positive outcomes. As such, observations of engaged or enthusiastic EE participants may not necessarily be indicative of achieving desired learning outcomes. The study reveals the importance of systematic evaluation over simplistic observations for gauging participant learning.

中文翻译：

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学生的热情是否等于学习？观察和自我报告的学生参与与居住环境中的环境素养结果之间的不匹配

摘要 在本研究中，我们探讨了学生参与对住宅环境教育 (EE) 计划中中学生环境素养成果的影响。我们观察了 80 节课和 17 位教育工作者，观察了与参与相关的六项措施。我们还立即进行了体验后调查，测量学生自我报告的参与度和环境素养结果。只有自我报告的学生参与度与更积极的结果显着相关。因此，对参与或热情的 EE 参与者的观察可能不一定表明实现了预期的学习成果。该研究揭示了系统评估对衡量参与者学习的简单观察的重要性。