Cognitive learning in authentic environments in relation to green attitude preferences

•Cognitive knowledge acquisition in an educational outreach module (drinking water).•Correlations of knowledge achievement and environmental attitude preferences.•Short-term and long-term knowledge acquisition.•Correlation of Preservation preferences and higher cognitive learning levels.•Correlations of Utilisation preferences and cognitive learning.

Authentic activities in school are rare although they probably lead to longer lasting learning. In our study, 185 fifth to seventh graders participated in an out-of-classroom lesson at a major water supply institution. After an introductory film presentation, participants proceeded to authentic learning sites with the major machinery involved in water purification. We monitored participants’ environmental attitudes (using 2-MEV scale), newly acquired knowledge, and responses to semantic-differential-items. While knowledge and the value of Preservation correlated significantly with cognitive learning achievement levels, the one of (exploitative) Utilisation did not, neither short- nor long-term. Selected semantic-differential-items such as ‘easy to understand’ and ‘motivating’ showed positive correlation with acquired knowledge levels. The relevance for school is discussed.