nd appropriate environmental influences. For this theory, the environment refers to the culture or family that an individual grows up in as well as the environment in which the learning takes place. The environment can discourage or encourage thought and creativity, which are important aspects of learning (Baer & Kaufman, 2005). In accordance with this theory, to comprehend creative learning, environmental factors must be understood. Thus, to understand non-academic outcomes of the Parks As Classrooms programs, factors related to the non-academic and academic outcomes must also be known.
National parks provide educational experiences for students that are claimed to be exciting and able to integrate academic disciplines with recreational and experiential opportunities (Mathis, 2004). While evaluations of programs such as "Parks As Classrooms" point to the academic success of these programs, a more comprehensive understanding of non-academic outcomes are needed. In addition, more information is needed regarding factors related to these outcomes. To maintain and enhance the success of parks as classrooms learning, a study is needed to determine how this experience affects student school-related attitudes, behaviors, and self-esteem levels and what factors other than the park being exciting, are related to positive outcomes.
The following research questions will guide the study:
1. How does the environment affect learning?
2. What is the effect of the Parks as Classrooms program on non-academic outcomes (attitudes, behaviors, self- esteem)?
3. What is the effect of the Parks as Classrooms program on student self-esteem?
4. What factors facilitate learning in the park?
5. What factors facilitate improved attitudes, behaviors, and self-esteem in students?
Hypothesis 1. Student reports of positive attitudes will be positively related to their experience in Parks as Classrooms programs.
Hypothe...