Measuring changes in content comprehension and attitudes toward informal science learning from three new learning modules implemented at the Trinity River Audubon Center

Informal science learning has the potential to engage, entertain, and educate learners of all demographics, and its merits have been increasingly recognized as a vital part of science education. This study sought to create and implement three new and unique field trip modules at the Trinity River Audubon Center in Dallas, Texas. Participants who embarked upon the field trip were assessed for enhanced content knowledge and improved attitudes toward learning in informal science learning environments. No statistically significant changes in content or attitude scores were detected, though the preliminary data collected was insufficient to confidently accept nor reject the proposed hypotheses.