Master of Environmental Studies (MES)
Geography & Environmental Studies
Faculty of Arts
D. Scott Slocombe
This paper examines how one or more visits to the Boyne River Natural Science School operated by the Toronto Board of Education affects students’ environmental attitudes and behaviours. It also looks at what effect these visits had on their perceptions about the environment and whether the program was important in their personal and educational development. The study surveys students who attended the Boyne River Natural Science School between 1973 and 1986. Effects were measured by means of a short questionnaire. From this time period 125 students ﬁlled out the questionnaire, with the gender breakdown being 65 females and 60 males. All years from 1973 to 1986 were represented, as were all grades from Grade 4 to Grade 13. The results indicate a very high degree of success for the program. The school’s aims for the students and the program were met at a high level, as indicated by the very positive responses given in the questionnaire. The results of the surveys showed a very high degree of satisfaction from the respondents. An astounding 99% of the respondents found satisfaction with the program. The study found that the environmental education program at the Boyne River Natural Science School had major and long lasting educational impacts on the participating students.
Cumming, Roy George, "The educational impacts of the Boyne River Natural Science School: Twenty-five years later (Ontario)" (1998). Theses and Dissertations (Comprehensive). 408.