Qualitative Evaluation
Table 1 - Post-It Activity

Conceptual/Experiential Learning Children’s Comments Relating to Learning Outcomes % of total sample
Conceptual Learning: Acceptance of our responsibility to maintain a sustainable environment and
Understanding of our Interdependence and global Equity
U - [I am worried about] gas bottles, cans and paper…and [that] not enough is left for the rest of us
X - I feel worried because people drop litter and it kills animals and it spoils the world….and I would feel happy if people put litter in the bin. Anyone can do it!
Y - trees being knocked down in the forest
M2 - I [am worried that I] have to see the rubbish [and happy when] there is no trash
T - I am worried about people dropping litter
F1 - I am worried about animals…[and] I am happy birds are flying
J2 - [I feel worried about] the greenhouse effect…and [happy] that the footprinting is getting smaller
P - [I am worried about] the rubbish pile
J - [I am worried that] people drop more litter
    64%
Experiential Learning. Skills in applying understanding by:
Recognising possible future environmental and developmental actions
W - I would like to change the world to a more better place
Z - to stop builders knocking down buildings
T - [to change] poor countries like Africa
J - not dropping rubbish
M2 - to stop people from littering
F1 - I would stop people chucking paper on the floor
    55%
Undertaking new environmental and developmental action
U - try to give money to people who are poor
V - give poor people homes and money
W - I could change things by putting posters up
X - put posters up to do good things
Z - to stop people chucking litter on the floor
P - [picture of a large footprint and a small footprint]
J - tell people to stop dropping rubbish!!! T - [picture of a large footprint and a small footprint]
J2 - [picture of rubbish going into a bin]
    64%

Methodology
From all the responses that were recorded samples have been chosen and are shown in the results table above. These have been interpreted in relation to three learning outcomes identified at the beginning of the project. The extent that responses related to particular learning outcomes varied. What is shown are the responses which could be related to the different outcomes and what percentage of the overall responses these make up. However, because of the small numbers involved in the sample and because of the many limitations in the process (see below), conclusions should not be drawn from these percentages. Instead, by showing comments that supported the outcomes, yet clearly placing these within the overall context of varied responses, a ‘snapshot’ is shown of attitudes/understanding and behaviour of some children in the areas originally identified by the project. In this post-it activity questions were posed with no reference to the project.

For a brief joint discussion of the above results with the recorded group discussion, results from the control group and limitations click here