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Increased interest in nature over the past three decades has generated a need for better educational programming in public botanical gardens. The purpose of this study was to develop stronger educational programming for public botanical gardens. Garden programs which have been most successful are those which incorporate interaction and the multi-media. Eight different programs, which conveyed the same information, were developed to test the impact of drawing on learning. The 240 volunteers observed six native plant either in the field or as slides in the classroom. A 3×4 Factorial Manova was used to evaluate if drawing had any effect on learning. It was concluded that drawing alone improves learning by 12.37%,
Increased interest in nature over the past three decades has generated a need for better educational programming in public botanical gardens. The purpose of this study was to develop stronger educational programming for public botanical gardens. Garden programs which have been most successful are those which incorporate interaction and the multi-media. Eight different programs, which conveyed the same information, were developed to test the impact of drawing on learning. The 240 volunteers observed six native plant either in the field or as slides in the classroom. A 3×4 Factorial Manova was used to evaluate if drawing had any effect on learning. It was concluded that drawing alone improves learning by 12.37%,