The Development, Analysis, and Evaluation of Student Knowledge Retention of Leave No Trace (LNT) Principles Taught in an Outdoor Education Course at an Environmentally-Oriented Semester Boarding High School
University of Wisconsin-Stevens Point, College of Natural Resources
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The purpose of the project was to develop, analyze, and evaluate student knowledge retention of Leave No Trace (LNT) principles taught in an outdoor education course at an environmentally-oriented semester boarding high school. An initial self-reported survey and a pre-assessment established a baseline for knowledge levels. After receiving instruction on proper low-impact behavior and practices, students completed a post-assessment to determine increases or decreases in their level of LNT knowledge. Scores increased 9% overall. After having difficulty with questions pertaining to more complicated LNT principles, students showed improvements in the post-assessment results. This could be attributed to instructional efforts focused on the challenging principles. However, increased LNT knowledge doesn’t necessarily equate to adherence. Greater review of assessing and upholding LNT followership should continue in outdoor instruction and recreation opportunities at the school.