Keywords:
Environmental protection - Study and teaching.
;
Electronic books.
Description / Table of Contents:
A new updated edition of this popular guide to conservation education, concentrating largely on techniques and discussing why, when, and how to develop education materials and implement effective programs.
Type of Medium:
Online Resource
Pages:
1 online resource (445 pages)
Edition:
2nd ed.
ISBN:
9780191026096
Series Statement:
Techniques in Ecology and Conservation Series
URL:
https://ebookcentral.proquest.com/lib/geomar/detail.action?docID=3564743
DDC:
333.72076
Language:
English
Note:
Cover -- Contents -- Introduction -- 1. Designing successful conservation education and outreach -- 1.1 The need for conservation education and outreach -- 1.2 Designing education and outreach programs -- 1.3 Planning -- 1.3.1 Review the mission -- 1.3.2 Identify goals and objectives -- 1.3.3 Identify target audiences -- 1.3.4 Include audience members and potential partners -- 1.3.5 Make an inventory of resources and constraints -- 1.3.6 Select activities and messages -- 1.4 Implementation -- 1.4.1 Pilot test activities -- 1.4.2 Program operations -- 1.5 Evaluation -- 1.5.1 Designing an evaluation -- 1.5.2 Evaluation objectives -- 1.5.3 Data collection for an evaluation -- 1.6 Summary -- 2. Learning and teaching -- 2.1 What is learning? -- 2.2 Learning and mental activity -- 2.2.1 Brain-based learning -- 2.3 Learning, experience, and reflection -- 2.3.1 Experiential learning cycle -- 2.3.2 Constructivism -- 2.3.3 Inquiry learning -- 2.4 Learning and social interaction -- 2.4.1 Activity theory -- 2.4.2 Social learning -- 2.4.3 Cooperative learning -- 2.5 Focus on thinking skills -- 2.5.1 Bloom's taxonomy -- 2.5.2 Critical thinking -- 2.5.3 Creative thinking -- 2.5.4 Systems thinking -- 2.6 Integrating learning theories -- 2.7 Summary -- 3. Changing conservation behaviors -- 3.1 Defining behavior -- 3.2 Informational needs -- 3.2.1 Theory of planned behavior -- 3.2.2 Elaboration likelihood model of persuasion -- 3.3 Influence of social groups -- 3.3.1 Diffusion of innovation -- 3.4 Self-efficacy -- 3.5 Motivation -- 3.5.1 Self-determination theory -- 3.5.2 Flow of behavior change model -- 3.5.3 Needs and benefits as motives -- 3.6 Conservation program development to influence behavior -- 3.7 Supportive environments are key -- 3.7.1 The reasonable person model -- 3.8 Designing programs to support change -- 3.8.1 The value-belief-norm model.
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3.8.2 Environmental citizenship behavior model -- 3.9 Summary -- 4. Conservation education in schools -- 4.1 Communicating with schools -- 4.1.1 Planning -- 4.1.2 Implementation -- 4.1.3 Evaluation -- 4.2 Acting as a resource for schools -- 4.2.1 Planning -- 4.2.2 Implementation -- 4.2.3 Evaluation -- 4.3 Supporting academic standards -- 4.3.1 Planning -- 4.3.2 Implementation -- 4.3.3 Evaluation -- 4.4 Integrating conservation education into legislation and educational policy -- 4.4.1 Planning -- 4.4.2 Implementation -- 4.4.3 Evaluation -- 4.5 A sample of approaches to conservation education in schools -- 4.6 Environment-based education -- 4.6.1 Planning -- 4.6.2 Implementation -- 4.6.3 Evaluation -- 4.7 Education for sustainability -- 4.7.1 Planning -- 4.7.2 Implementation -- 4.7.3 Evaluation -- 4.8 Summary -- 5. Making conservation come alive -- 5.1 Hands-on activities -- 5.1.1 Planning -- 5.1.2 Implementation -- 5.1.3 Evaluation -- 5.2 Storytelling -- 5.2.1 Planning -- 5.2.2 Implementation -- 5.2.3 Evaluation -- 5.3 Games -- 5.3.1 Planning -- 5.3.2 Implementation -- 5.3.3 Evaluation -- 5.4 Case studies -- 5.4.1 Planning -- 5.4.2 Implementation -- 5.4.3 Evaluation -- 5.5 Role-play -- 5.5.1 Planning -- 5.5.2 Implementation -- 5.5.3 Evaluation -- 5.6 Contests -- 5.6.1 Planning -- 5.6.2 Implementation -- 5.6.3 Evaluation -- 5.7 Field trips -- 5.7.1 Planning -- 5.7.2 Implementation -- 5.7.3 Evaluation -- 5.8 Backcountry skills -- 5.8.1 Planning -- 5.8.2 Implementation -- 5.8.3 Evaluation -- 5.9 Summary -- 6. Using the arts for conservation -- 6.1 Emotion, art, and learning -- 6.2 Visual arts for the protection of natural areas -- 6.2.1 Planning -- 6.2.2 Implementation -- 6.2.3 Evaluation -- 6.3 Art exhibits -- 6.3.1 Planning -- 6.3.2 Implementation -- 6.3.3 Evaluation -- 6.4 Hands-on arts programs -- 6.4.1 Planning -- 6.4.2 Implementation.
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6.4.3 Evaluation -- 6.5 Environmental literature -- 6.6 Keeping an environmental journal -- 6.6.1 Planning -- 6.6.2 Implementation -- 6.6.3 Evaluation -- 6.7 Environmental theater -- 6.7.1 Planning -- 6.7.2 Implementation -- 6.7.3 Evaluation -- 6.8 Music and the environment -- 6.8.1 Singing a conservation message -- 6.8.2 Planning -- 6.8.3 Implementation -- 6.8.4 Evaluation -- 6.9 Summary -- 7. Connecting classes and communities with conservation -- 7.1 Service-learning -- 7.1.1 Planning -- 7.1.2 Implementation -- 7.1.3 Evaluation -- 7.2 Issue investigation -- 7.2.1 Planning -- 7.2.2 Implementation -- 7.2.3 Evaluation -- 7.3 Project-based learning -- 7.3.1 Planning -- 7.3.2 Implementation -- 7.3.3 Evaluation -- 7.4 Public participation in scientific research -- 7.4.1 Planning -- 7.4.2 Implementation -- 7.4.3 Evaluation -- 7.5 Mapping -- 7.5.1 Planning -- 7.5.2 Implementation -- 7.5.3 Evaluation -- 7.6 Summary -- 8. Networking for conservation -- 8.1 Environmental groups and clubs -- 8.1.1 Planning -- 8.1.2 Implementation -- 8.1.3 Evaluation -- 8.2 Workshops and seminars -- 8.2.1 Planning -- 8.2.2 Implementation -- 8.2.3 Evaluation -- 8.3 Public presentations -- 8.3.1 Planning -- 8.3.2 Implementation -- 8.3.3 Evaluation -- 8.4 Information booths -- 8.4.1 Planning -- 8.4.2 Implementation -- 8.4.3 Evaluation -- 8.5 Professional posters -- 8.5.1 Planning -- 8.5.2 Implementation -- 8.5.3 Evaluation -- 8.6 Conferences -- 8.6.1 Planning -- 8.6.2 Implementation -- 8.6.3 Evaluation -- 8.7 Special events -- 8.7.1 Planning -- 8.7.2 Implementation -- 8.7.3 Evaluation -- 8.8 Partnerships -- 8.8.1 Planning -- 8.8.2 Implementation -- 8.8.3 Evaluation -- 8.9 Summary -- 9. Marketing conservation -- 9.1 Planning a social marketing program -- 9.1.1 Selecting a behavior -- 9.1.2 Assessing the audience -- 9.1.3 Communicating opportunities.
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9.1.4 Creating and selecting messages -- 9.1.5 Program implementation -- 9.1.6 Program evaluation -- 9.2 Social marketing tools -- 9.3 Signs, billboards, and posters -- 9.3.1 Planning -- 9.3.2 Implementation -- 9.3.3 Evaluation -- 9.4 Prompts -- 9.4.1 Planning -- 9.4.2 Implementation -- 9.4.3 Evaluation -- 9.5 Feedback -- 9.5.1 Planning -- 9.5.2 Implementation -- 9.5.3 Evaluation -- 9.6 Models -- 9.6.1 Planning -- 9.6.2 Implementation -- 9.6.3 Evaluation -- 9.7 Commitment -- 9.7.1 Planning -- 9.7.2 Implementation -- 9.7.3 Evaluation -- 9.8 Incentives and disincentives -- 9.8.1 Planning -- 9.8.2 Implementation -- 9.8.3 Evaluation -- 9.9 Press interviews -- 9.9.1 Planning -- 9.9.2 Implementation -- 9.9.3 Evaluation -- 9.10 Paid and public advertisements -- 9.10.1 Planning -- 9.10.2 Implementation -- 9.10.3 Evaluation -- 9.11 Summary -- 10. Getting your message out using the written word -- 10.1 Opinion articles -- 10.1.1 Planning -- 10.1.2 Implementation -- 10.1.3 Evaluation -- 10.2 Blog posts -- 10.2.1 Planning -- 10.2.2 Implementation -- 10.2.3 Evaluation -- 10.3 News releases -- 10.3.1 Planning -- 10.3.2 Implementation -- 10.3.3 Evaluation -- 10.4 Brochures -- 10.4.1 Planning -- 10.4.2 Implementation -- 10.4.3 Evaluation -- 10.5 Fact sheets and flyers -- 10.5.1 Planning -- 10.5.2 Implementation -- 10.5.3 Evaluation -- 10.6 Guidebooks -- 10.6.1 Planning -- 10.6.2 Implementation -- 10.6.3 Evaluation -- 10.7 Summary -- 11. Taking advantage of technology -- 11.1 The World Wide Web -- 11.1.1 Planning -- 11.1.2 Implementation -- 11.1.3 Evaluation -- 11.2 Social media -- 11.2.1 Planning -- 11.2.2 Implementation -- 11.2.3 Evaluation -- 11.3 Video -- 11.3.1 Planning -- 11.3.2 Implementation -- 11.3.3 Evaluation -- 11.4 Distance education -- 11.4.1 Online training and resources -- 11.4.2 Internet conferences -- 11.4.3 Planning -- 11.4.4 Implementation.
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11.4.5 Evaluation -- 11.5 Other technologies -- 11.5.1 Computer simulation and modeling -- 11.5.2 Podcasts -- 11.5.3 Apps -- 11.5.4 Geocaching -- 11.5.5 Environmental monitoring -- 11.6 Summary -- 12. Designing on-site activities -- 12.1 Laying the foundation: initial steps for designing on-site programs -- 12.2 Guided walks -- 12.2.1 Planning -- 12.2.2 Implementation -- 12.2.3 Evaluation -- 12.3 Exhibits -- 12.3.1 Planning -- 12.3.2 Implementation -- 12.3.3 Evaluation -- 12.4 Demonstrations -- 12.4.1 Planning -- 12.4.2 Implementation -- 12.4.3 Evaluation -- 12.5 Nature awareness and study -- 12.5.1 Planning -- 12.5.2 Implementation -- 12.5.3 Evaluation -- 12.6 Facility design -- 12.6.1 Planning -- 12.6.2 Implementation -- 12.6.3 Evaluation -- 12.7 Summary -- References -- Index.
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