Effects of botanical gardens on student environmental perception

This paper examines the role of the classroom environment in promoting student well-being and, more specifically, a sense of responsibility towards nature in the city. The study analyzed how indoor vs outdoor educational environments affect students' perception of events and phenomena focusing on emotional, behavioral and cognitive processes. It was conducted in the Kayakyolu Secondary School, Erzurum, Turkey with 282 students ranging in age from 11 to 14 in grades 5–8. They participated in reading a story in two distinct environments: an enclosed indoor classroom and an outdoor botanical garden. Significant differences in the emotional, behavioral and cognitive approaches of the students in these two environments were obtained at p < .05. All three approaches (emotional behavioral and cognitive) in the botanical garden environment produced higher positive values than those of the classroom environment. The rate of negative emotions of the students in the botanical garden was 23.3% and increased to 40.1% in a closed classroom environment. It was clearly observed that the environmental awareness and sensitivity of the students educated in botanical garden was absolutely higher than those of an indoor environment. The responses indicating behaviors of not adversely interfering with natural processes and indicating the value of living in harmony with nature increased in the botanical garden. The findings of this research demonstrate that environmental education conducted in a natural environment is more effective as compared to the education given in the classroom setting. The study supports the proposition that future generations educated in natural surroundings will be better able to make more accurate, creative, and resilient decisions for the environment.