Hands On or Hands Off? Disgust Sensitivity and Preference for Environmental Education Activities

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Abstract
Detailed descriptions of barriers to environmental education (EE) can provide opportunities for educators to foresee potential problems in programs. High disgust sensitivity is an intrapersonal barrier that constrains preference for learning opportunities involving manipulation of some organic materials. Middle school students in Texas (N = 450) completed a science activity preference scale and a disgust-sensitivity scale. Respondents who expressed the lowest interest in activities that required manipulation of organic substances also had the highest disgust-sensitivity scores. However, no differences were found among students for activities that required observation only. Using a photographic scale, students rated their preference for lake shore environments as places to conduct an aquatic entomology study. Students with high disgust sensitivity were significantly more likely to prefer the poorer locations, which were characterized by clear water and no algae or submerged objects. The addition of a barriers analysis to EE curricula and formation of strategies for working effectively with students with high disgust sensitivity are recommended.

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