Search

This study investigates the impact of an innovative conservation action campaign called "Penguin Promises" implemented at uShaka Sea World in Durban, South Africa. Communication tools included interpretive signage, exhibits with and without animals, presentations, and personal interactions, along with a specially designed postcard, on which visitors could write a promise (pledge) to make a change in their daily lives to become more environmentally responsible. Visitors who completed a card were contacted a year or more after their visit and asked about the outcomes of their promise. The results (N = 316) showed that 49.4% of respondents could give an example of something positive they had done for the environment, that they attributed to the campaign. Based on the study, recommendations are provided for the design of effective visitor conservation action campaigns.

Wildlife tourism experiences are often promoted for their ability to enhance visitors' conservation knowledge, attitudes and behaviour; yet, studies exploring the long-term influence of such experiences are rare. This research explores the impact of a wildlife tourism experience and post-visit support on families' adoption of conservation practices following their visit. In Stage 1, barriers and benefits associated with six conservation practices were identified and incorporated into the design of post-visit action resources. Two hundred Australian families visiting Mon Repos turtle rookery in Queensland, Australia, were assigned to either a treatment group (given post-visit support) or a control group (no support). Three months after their visit, families in the treatment group were significantly more likely to report changes in their conservation knowledge; their attitudes towards protecting wildlife and the natural environment; and the frequency with which they picked up litter. Treatment families also adopted significantly more conservation practices than the control group. Implications for wildlife interpretive practice and visitor management at wildlife tourism sites are discussed. (Contains 4 tables and 1 figure.)

This paper argues the need for the providers of ecotourism and other free-choice environmental learning experiences to promote the adoption of environmentally sustainable actions beyond their own sites, when visitors return to their home environments. Previous research indicates that although visitors often leave such experiences with a heightened awareness of conservation issues and intentions to adopt environmentally responsible behaviours, only a minority translate these intentions into real actions. Building on research and theory in relation to visitor experiences in free-choice learning environments, the paper identifies three different stages in the educational process and proposes a strategy for facilitating the translation of visitors' behavioural intentions into the adoption of sustainable actions through the provision of post-visit action resources. (Contains 3 figures.)

Zoos and aquariums today consider education to be a central role. The vision of the World Association of Zoos and Aquariums (2005, p. 35) is that "Zoos and aquariums with their unique resource of live animals, their expertise, and their links to field conservation will be recognized as leaders and mentors in formal and informal education for conservation." Most zoos and aquariums have education staff and trained volunteers who provide education programs for school groups and general visitors; animal demonstrations routinely convey education or conservation messages; and interpretation and education are an integral part of zoo and aquarium exhibits. Although conservation education is an accepted part of the mission of modern zoos and aquariums, it is not usually at the top of most visitors' "to do" list for their day at the zoo. This chapter explores visitors' environmental learning in zoos and aquariums, inclusive of narrative accounts that demonstrate the impact of such experiences in the lives of visitors regarding the process and outcomes.

Although the important role of providing fieldwork experiences for students in the natural environment is now well-established within environmental education literature, there is still little research evidence to guide teachers in their choice of effective teaching strategies. This paper presents findings from an interpretive case study designed to investigate the value of combining experience-based fieldwork in a mangrove and coastal environment with reflective and metacognitive activities. Analysis of video recordings, researcher observation notes and interviews of a class of Year 11 biology students who participated in the activities resulted in the emergence of five themes. These themes together provided evidence of enhanced student environmental learning, and included student appreciation for various learning contexts, self-awareness of group learning processes, and awareness of the integration of cross-curriculum knowledge. The study supports and illustrates the contention that the most effective environmental learning experiences are likely to be those that integrate learning in the natural environment "with" classroom learning strategies.

Educators have identified four categories of "productive pedagogies" that are considered to lead to authentic student engagement and learning in the classroom. This study was designed to explore and extend these pedagogies in the context of learning in natural environments, in particular, through the programmes of Queensland environmental education centres. In-depth interview and observation data were collected from students, classroom teachers and centre teachers who had participated in 12 environmental education programmes across Queensland, in order to identify the strategies that are most effective in facilitating learning in the natural environment. A fifth productive pedagogy category, "experience-based learning", is proposed. Experience-based learning is particularly important in addressing students' environmental attitudes and actions. The implications for the delivery of environmental education programmes both within and outside the classroom are discussed. (Contains 3 notes, 9 tables and 2 figures.)

Zoos and aquariums have shifted their focus over recent years, taking a much more active role in wildlife conservation and in promoting conservation learning among their visitors. Research in these settings provides a valuable foundation for the emerging field of non-captive wildlife tourism. In particular, valuable lessons regarding the potential impact of wildlife encounters on visitors' conservation attitudes and behaviour can be drawn from research in zoos and aquariums. This paper explores those aspects of wildlife encounters that appear to contribute most to conservation learning. These include observing animals in their "natural" environment; opportunities for close encounters with wildlife; opportunities to observe animal behaviour; engaging visitors emotionally; connecting with visitors' prior knowledge and experiences; using persuasive communication; linking conservation goals and everyday actions; and providing incentives and activities to support visitors' behaviour change. The extent to which wildlife tourists may be receptive to conservation messages is also considered, in light of research in zoos and aquariums. The implications of these findings for conservation learning in the context of non-captive wildlife tourism are discussed and suggestions for future research in this area are made. Several methodological challenges facing the field are also discussed. (Contains 1 table.)

Although environmental and heritage interpretation aims to connect humans with their natural and cultural heritage, and has the potential to contribute to a vision of sustainable living, it often falls short of engaging and inspiring its audiences. Some interpreters advocate the use of artistic approaches to create more affective (imaginary-emotional-sensory-aesthetic) experiences. One approach considered compatible is drama. Powerful dramatic experiences can embed interpretive stories in the emotions and leave enduring impressions. Drama is accepted as an interpretive tool overseas, yet it is under-utilised in Australia. How can it be used to strengthen interpretation in this country? This paper presents the outcomes of research investigating the perceptions of ten Queensland practitioners of dramatised interpretation regarding drama's strengths, limitations and value as a tool in interpretation. The authors contend that drama has much to offer interpretation, although further evaluative studies are clearly needed. (Contains 2 figures and 1 table.)

Outdoor and Environmental Education Centres provide programs that are designed to address a range of environmental education aims, and contribute broadly to student learning for sustainability. This paper examines the roles such Centres can play, and how they might contribute to the Australian Government's initiative in relation to sustainable schools. Interviews with the principals of 23 such Centres in Queensland revealed three roles or models under which they operate: the destination model; the expert/advisor model; and the partnership model. Principals' understandings of these roles are discussed and the factors that support or hinder their implementation are identified. It is concluded that while the provision of programs "in" the environment is still a vital role of outdoor and environmental education centres, these can also be seen as a point of entry to long-term partnerships with whole school communities. (Contains 1 endnote.)

Environmental education, both in and outside of the classroom, aims to facilitate adoption of sustainable practice by both school students and the general public. This paper explores the role of free-choice learning experiences in this regard. An overview of theoretical approaches underpinning free-choice learning research is provided, examples are presented of the ways in which informal educational settings can promote environmentally sustainable attitudes and behaviour, and the factors contributing to the effectiveness of these endeavours are discussed. By reviewing research evidence in relation to these issues, the paper identifies the current 'state of the game' and areas where new research is needed.

Despite the increasing importance of, and interest in, documenting the impact of environmental education programs on students' learning for sustainability, few tools are currently available to measure young students' environmental learning across all the dimensions of knowledge, skills, attitudes and behaviours. This paper reports on the development of such a tool, using an iterative action research process with 134 students, aged six to eleven, attending programs at an Environmental Education Centre in Queensland, Australia. The resulting instrument, the Environmental Learning Outcomes Survey (ELOS) incorporates observations of students' engagement in learning processes as well as measuring learning outcomes, and allows both of these aspects to be linked to particular components of the environmental education program. Test data using the instrument are reported to illustrate its potential usefulness. It is envisaged that the refined instrument (appended) will enable researchers to measure student environmental learning in the field, investigate environmental education program impacts and identify aspects of programs that are most effective in facilitating student learning. (Contains 3 tables.)

Evaluated the development of a peer assessment process for large classes which addressed assessment tasks, assessment criteria, anonymity, procedural guidelines, distribution systems, marking procedures, and tutor remarking. Found that the difficulties of using peer assessment in large classes were outweighed by benefits for students. (EV)

Explores the effectiveness of environmental education programs in terms of both student learning outcomes and the intergenerational influence that results when students discuss their learning experiences with their parents and other community members. Interviews n=284 students in Queensland schools from Grades 5-12 and their parents regarding their perceptions about the program and its influences. Includes 21 references. (Author/YDS)

Explores the impact of two school environmental programs from the perspectives of participating students, their teachers, and their parents. Describes each program in detail and students' responses compared across the two programs and across different class groups participating in each program. Both programs were successful in engaging students in thinking and learning about environmental issues. (SAH)

Extended the application of student evaluations of college faculty by using them as the basis for staff development. Staff and student surveys examined each group's priorities for academic and course development. Significant differences were found between the two groups' perceptions. Collaborative student-staff groups developed booklets using these needs to help staff improve their teaching in response to student evaluations. (SM)

Reviews education and social-science literature concerning intergenerational influence and outlines an approach to guide future efforts in research and program development aimed at encouraging students to act as catalysts of environmental communication and learning beyond school boundaries. Contains 115 references. (DDR)

Environmental education is often characterized by a concern with developing attitudes and behavior rather than developing environmental knowledge and concepts. Students may thus unknowingly hold and later teach environmental misconceptions. Discusses the use of interactive worksheets to provide a time-effective means of developing students' environmental knowledge and of addressing common environmental misconceptions. (Author/PVD)