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Abstract
Two instructional methods (teacher centered and student centered) were compared in a non-laboratory-based environmental science course for college undergraduates. Students in 2 teacher-centered (traditional) classes (n = 46 and n = 45) were presented material in standard lecture fashion for 90 min twice a week. Students in 2 student-centered (constructivist) classes (n = 48 and n = 42) worked in small, heterogeneous groups on thought-provoking scenarios and critical thinking questions or constructed concept maps on the information of the day; material was presented to the students in question-discussion fashion. Identical materials, learning resources, student questionnaires, and examinations were used for both populations. Students in constructivist classes performed significantly better on exams, rated the course higher, and participated more in campus and regional environmental support efforts than students in traditional classes.
