Implementing Sustainable Development Through Environmental …
153
Fig. 2 Participants’ gender
Boys
50%
Girls
50%
Participants' Gender
5.3 Research Instruments
The data were collected through personal interviews, which were held at the beginning and at the end of the camp experience. Two questionnaires were developed in
order to evaluate the children’s comprehension towards environmental issues before
and after the camp’s influence. The campers’ attitudes and environmental behavior
were assessed as well. Questionnaire number one was composed of 51 questions,
which were carefully chosen after an extensive literature review (Murphy 2004;
Alaydin et al. 2014; KPE Kastorias 2016; Simpson 1998; Mrema 2008). The first 7
questions were about the demographics, the next 21 questions were addressing participants’ knowledge, the following 16 questions were about their attitudes and the
last 7 questions were assessing their behavior towards several environmental issues.
The second questionnaire consisted of 44 questions, with a significant percent of
them being similar to the ones in questionnaire number one (Murphy 2004; Alaydin
et al. 2014; KPE Kastorias 2016; Simpson 1998; Mrema 2008). The first 24 questions
were focusing on participants’ knowledge, the following 11 questions were assessing
their attitudes and the last 9 questions were based on evaluating their behavior towards
several environmental issues.
6 Results
Participants in summer camp, studied in this project, were assessed on their knowledge, attitudes and behavior before the beginning of the environmental educational
program and after its completion. The results assess knowledge, attitudes and behavior status of participants.
153
Fig. 2 Participants’ gender
Boys
50%
Girls
50%
Participants' Gender
5.3 Research Instruments
The data were collected through personal interviews, which were held at the beginning and at the end of the camp experience. Two questionnaires were developed in
order to evaluate the children’s comprehension towards environmental issues before
and after the camp’s influence. The campers’ attitudes and environmental behavior
were assessed as well. Questionnaire number one was composed of 51 questions,
which were carefully chosen after an extensive literature review (Murphy 2004;
Alaydin et al. 2014; KPE Kastorias 2016; Simpson 1998; Mrema 2008). The first 7
questions were about the demographics, the next 21 questions were addressing participants’ knowledge, the following 16 questions were about their attitudes and the
last 7 questions were assessing their behavior towards several environmental issues.
The second questionnaire consisted of 44 questions, with a significant percent of
them being similar to the ones in questionnaire number one (Murphy 2004; Alaydin
et al. 2014; KPE Kastorias 2016; Simpson 1998; Mrema 2008). The first 24 questions
were focusing on participants’ knowledge, the following 11 questions were assessing
their attitudes and the last 9 questions were based on evaluating their behavior towards
several environmental issues.
6 Results
Participants in summer camp, studied in this project, were assessed on their knowledge, attitudes and behavior before the beginning of the environmental educational
program and after its completion. The results assess knowledge, attitudes and behavior status of participants.