The authors stated that EE is “simply good education.” An environment-based program administered to four hundred secondary students in 11 Florida high schools saw a real impact on skill improvements among students which were not related to initial skill level, existing academic achievement or demographic factors, such as ethnicity or gender. Participating schools and students were strategically chosen from a range of geographic locations throughout the state and represented a range of socio-economic statuses and average achievement levels. In fact, following the program, students as young as 15 years old had critical thinking skill levels that were comparable or exceeded those of college students in average American universities. Teachers engaged in the program reported that it helped equalize students by highlighting individual skills and strengths.
Critical thinking skills improved significantly and participating students were more skilled in critical thinking compared to their peers in traditional instructional programs, including conventional environmental science classes. Based on their observations, teachers also noted their belief that their students' improved critical thinking and dispositions were a direct result of the integrative and interdisciplinary nature of the learning. Teachers noted the effectiveness of coordinating learning across subject areas, exploring connections between natural and social systems, and providing opportunities for developing and using thinking skills through investigation and interactions with real life applications. The participating students reported that they felt empowered to be responsible for their own learning. The systemic nature of environmental education proved to be a great integrator of subject areas as well as best practices in education.
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