Use of Parks as Classrooms

Parks are being used as classrooms and these programs have been shown to benefit the park community as well as student learning (EETAP, 2002). Parks provide lessons and ideas beyond the traditional classroom and an environment that enhances learning (EETAP, 2002). Depending on the teacher, the park can be used to teach science, environmental awareness, history, art, physical education, geology, and more (EETAP, 2002). The Great Smoky Mountains National Park provides classrooms for North Carolina and Tennessee schools (Great Smoky Mountains National Park, 2005). Programs such as "Parks As Classrooms" which includes Pi Beta Phi Elementary School and Great Smoky Mountains National Park, present the mission of conserving the park and providing learning experiences for all students grades K-8. Findings from program evaluations demonstrate that students enjoy the experience of learning in the park while they increase their knowledge and awareness of the park environment (Great Smoky Mountains National Park, 2005).

The effects the park environment on learning is exemplified by Jeffers (2004), who pointed out that different types of parks provide an educational experience for students and teachers with experiential learning. For example, the theme park is viewed as a place where cultural influences contribute to knowle

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levels of self-esteem. In addition this survey will assess student perceptions of factors related to their experience and its outcomes. Motivation for the Research This project is motivated by a personal interest in understanding the effects of the Parks as Classrooms program beyond academic learning. In addition, I am interested in a comprehensive understanding of reasons that this program is successful. Since it is the students who are directly affected by the programs, it is believed that the students serve as the best indicator of its success and the best source of program experience information. Student perceptions will provide insight that may not otherwise be obtained from outcome measures such as student test scores or the views of teachers, parents, or park rangers. Quantitative data will allow for statistical evaluation and hypothesis testing and qualitative data will provide more detailed findings. It is anticipated that this research project will generate positive non-academic outcomes and related program factors beyond descriptions such as "exciting" which will support its increased use in classrooms across the country. Findings will contribute to an understanding of Parks as Classrooms, which will also he
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Approximate Word count = 2001
Approximate Pages = 8 (250 words per page)

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