An Exploratory Study of the Value of Observational Tools in Environmental Education

Abstract

Children today live in a society dominated by technological distractions, such as computer screens and smartphones. Observation of the natural world is done minimally without intention in everyday life. As such, increased modernization has distanced children from the natural world. However, certain forms of technological vision may help increase children’s connection to the natural world. This research study documents what children ages 8-13 and 15- 16 observe using magnifying glasses and microscopes in nature and seeks to understand children’s experience using these tools. More specifically, the research questions are: 1) What happens when children and adolescents are provided with magnification tools in environmental education settings? 2) What are the similarities and differences between art based on observation via the naked eye vs. through a close-up instrument? The research was conducted during the summer and fall of 2023 at the Central Wisconsin Environmental Station and at the Boston School Forest. Data included drawings made by children before and after they used such tools, and systematic notes by a non-participant observer. The children in this study displayed beneficial traits from the combination of drawings and observational tools, such as expressing excitement and enthusiasm in quotes, and having a wide array of colors (when available) and details in their drawings. Furthermore, examples are they drew (both physically and mentally) connections to their lives, analogies, details, patterns, and relationships with the natural world. Additionally, the children expressed awe, wonder, and curiosity at seeing tiny worlds of a forest and a pond in Central Wisconsin magnified. The findings and recommendations from this research can be used to increase the effective use of observation tools in environmental and science education lessons.