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Conservation Education and Outreach Techniques 2nd Revised edition [Mīkstie vāki]

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(Warren Wilson College, USA), (Professor, School of Forest Resources and Conservation, Universi), (Director of the Program for Studies in Tropical Conservation, Department of Wildlife Ecology and Conservation, University of Florida, USA)
  • Formāts: Paperback / softback, 448 pages, height x width x depth: 236x159x21 mm, weight: 681 g
  • Sērija : Techniques in Ecology & Conservation
  • Izdošanas datums: 03-Sep-2015
  • Izdevniecība: Oxford University Press
  • ISBN-10: 0198716699
  • ISBN-13: 9780198716693
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Conservation Education and Outreach Techniques 2nd Revised editionPalielināt
  • Formāts: Paperback / softback, 448 pages, height x width x depth: 236x159x21 mm, weight: 681 g
  • Sērija : Techniques in Ecology & Conservation
  • Izdošanas datums: 03-Sep-2015
  • Izdevniecība: Oxford University Press
  • ISBN-10: 0198716699
  • ISBN-13: 9780198716693
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780198716693.html
Keywords:
The conservation of biological diversity depends on people's knowledge and actions. This book presents the theory and practice for creating effective education and outreach programmes for conservation. The authors describe an exciting array of techniques for enhancing school resources, marketing environmental messages, using social media, developing partnerships for conservation, and designing on-site programmes for parks and community centres. Vivid case studies from around the world illustrate techniques and describe planning, implementation, and evaluation procedures, enabling readers to implement their own new ideas effectively.

Conservation Education and Outreach Techniques, now in its second edition and updated throughout, includes twelve chapters illustrated with numerous photographs showing education and outreach programmes in action, each incorporating an extensive bibliography. Helpful text boxes provide practical tips, guidelines, and recommendations for further exploration of the chapter topics. This book will be particularly relevant to conservation scientists, resource managers, environmental educators, students, and citizen activists. It will also serve as a handy reference and a comprehensive text for a variety of natural resource and environmental professionals.

Recenzijas

This book, by presenting a variety of techniques for conservation outreach and education, sets out successfully to inspire and encourage anyone interested in conservation education and outreach to explore various techniques. [ ...]this volume is a very useful tool for conservation practitioners with its wide variety of techniques, information on planning, implementation, and evaluation, and examples and cases. * Sue McKee, The Quarterly Review of Biology * Many will consider this book an essential addition to their library as it provides a great overview of just about everything a conservation professional would need to know to implement an effective education and outreach program. * Ecological Restoration Journal * Conservation Education and Outreach Techniques, now in its second edition, has already become a key reference for conservation professionals hoping to dive into the human dimensions of applied conservation. This updated version promises to cement this status. * Diogo Verissimo, Conservation Biology * Conservation Education and Outreach Techniques is a valuable inventory of reference * Austral Ecology and Ecological Management and Restoration *

Introduction 1(5)
1 Designing successful conservation education and outreach
6(27)
1.1 The need for conservation education and outreach
6(3)
1.2 Designing education and outreach programs
9(2)
1.3 Planning
11(9)
1.3.1 Review the mission
11(1)
1.3.2 Identify goals and objectives
11(3)
1.3.3 Identify target audiences
14(3)
1.3.4 Include audience members and potential partners
17(1)
1.3.5 Make an inventory of resources and constraints
18(1)
1.3.6 Select activities and messages
18(2)
1.4 Implementation
20(2)
1.4.1 Pilot test activities
20(1)
1.4.2 Program operations
21(1)
1.5 Evaluation
22(10)
1.5.1 Designing an evaluation
23(1)
1.5.2 Evaluation objectives
23(3)
1.5.3 Data collection for an evaluation
26(6)
1.6 Summary
32(1)
2 Learning and teaching
33(28)
2.1 What is learning?
33(2)
2.2 Learning and mental activity
35(4)
2.2.1 Brain-based learning
37(2)
2.3 Learning, experience, and reflection
39(9)
2.3.1 Experiential learning cycle
41(2)
2.3.2 Constructivism
43(3)
2.3.3 Inquiry learning
46(2)
2.4 Learning and social interaction
48(5)
2.4.1 Activity theory
49(1)
2.4.2 Social learning
50(1)
2.4.3 Cooperative learning
51(2)
2.5 Focus on thinking skills
53(5)
2.5.1 Bloom's taxonomy
54(1)
2.5.2 Critical thinking
54(1)
2.5.3 Creative thinking
55(1)
2.5.4 Systems thinking
56(2)
2.6 Integrating learning theories
58(1)
2.7 Summary
59(2)
3 Changing conservation behaviors
61(20)
3.1 Defining behavior
61(2)
3.2 Informational needs
63(4)
3.2.1 Theory of planned behavior
63(2)
3.2.2 Elaboration likelihood model of persuasion
65(2)
3.3 Influence of social groups
67(2)
3.3.1 Diffusion of innovation
67(2)
3.4 Self-efficacy
69(1)
3.5 Motivation
70(4)
3.5.1 Self-determination theory
70(1)
3.5.2 Flow of behavior change model
71(1)
3.5.3 Needs and benefits as motives
72(2)
3.6 Conservation program development to Influence behavior
74(1)
3.7 Supportive environments are key
74(2)
3.7.1 The reasonable person model
74(2)
3.8 Designing programs to support change
76(3)
3.8.1 The value-belief-norm model
77(1)
3.8.2 Environmental citizenship behavior model
78(1)
3.9 Summary
79(2)
4 Conservation education in schools
81(36)
4.1 Communicating with schools
83(6)
4.1.1 Planning
83(3)
4.1.2 Implementation
86(3)
4.1.3 Evaluation
89(1)
4.2 Acting as a resource for schools
89(8)
4.2.1 Planning
89(1)
4.2.2 Implementation
89(7)
4.2.3 Evaluation
96(1)
4.3 Supporting academic standards
97(8)
4.3.1 Planning
97(4)
4.3.2 Implementation
101(4)
4.3.3 Evaluation
105(1)
4.4 Integrating conservation education into legislation and educational policy
105(3)
4.4.1 Planning
105(1)
4.4.2 Implementation
106(1)
4.4.3 Evaluation
106(2)
4.5 A sample of approaches to conservation education in schools
108(1)
4.6 Environment-based education
108(3)
4.6.1 Planning
109(1)
4.6.2 Implementation
109(1)
4.6.3 Evaluation
110(1)
4.7 Education for sustainability
111(5)
4.7.1 Planning
112(3)
4.7.2 Implementation
115(1)
4.7.3 Evaluation
115(1)
4.8 Summary
116(1)
5 Making conservation come alive
117(38)
5.1 Hands-on activities
117(6)
5.1.1 Planning
118(2)
5.1.2 Implementation
120(2)
5.1.3 Evaluation
122(1)
5.2 Storytelling
123(4)
5.2.1 Planning
124(2)
5.2.2 Implementation
126(1)
5.2.3 Evaluation
127(1)
5.3 Games
127(4)
5.3.1 Planning
128(2)
5.3.2 Implementation
130(1)
5.3.3 Evaluation
131(1)
5.4 Case studies
131(6)
5.4.1 Planning
132(3)
5.4.2 Implementation
135(1)
5.4.3 Evaluation
136(1)
5.5 Role-play
137(3)
5.5.1 Planning
137(2)
5.5.2 Implementation
139(1)
5.5.3 Evaluation
140(1)
5.6 Contests
140(3)
5.6.1 Planning
141(1)
5.6.2 Implementation
142(1)
5.6.3 Evaluation
142(1)
5.7 Field trips
143(6)
5.7.1 Planning
144(2)
5.7.2 Implementation
146(2)
5.7.3 Evaluation
148(1)
5.8 Backcountry skills
149(5)
5.8.1 Planning
149(4)
5.8.2 Implementation
153(1)
5.8.3 Evaluation
153(1)
5.9 Summary
154(1)
6 Using the arts for conservation
155(32)
6.1 Emotion, art, and learning
157(1)
6.2 Visual arts for the protection of natural areas
158(5)
6.2.1 Planning
161(1)
6.2.2 Implementation
161(1)
6.2.3 Evaluation
162(1)
6.3 Art exhibits
163(6)
6.3.1 Planning
164(2)
6.3.2 Implementation
166(2)
6.3.3 Evaluation
168(1)
6.4 Hands-on arts programs
169(5)
6.4.1 Planning
170(1)
6.4.2 Implementation
171(2)
6.4.3 Evaluation
173(1)
6.5 Environmental literature
174(2)
6.6 Keeping an environmental journal
176(4)
6.6.1 Planning
176(1)
6.6.2 Implementation
177(2)
6.6.3 Evaluation
179(1)
6.7 Environmental theater
180(2)
6.7.1 Planning
181(1)
6.7.2 Implementation
181(1)
6.7.3 Evaluation
182(1)
6.8 Music and the environment
182(4)
6.8.1 Singing a conservation message
184(1)
6.8.2 Planning
184(1)
6.8.3 Implementation
184(2)
6.8.4 Evaluation
186(1)
6.9 Summary
186(1)
7 Connecting classes and communities with conservation
187(35)
7.1 Service-learning
189(7)
7.1.1 Planning
189(3)
7.1.2 Implementation
192(2)
7.1.3 Evaluation
194(2)
7.2 Issue investigation
196(4)
7.2.1 Planning
197(1)
7.2.2 Implementation
197(2)
7.2.3 Evaluation
199(1)
7.3 Project-based learning
200(6)
7.3.1 Planning
202(1)
7.3.2 Implementation
203(2)
7.3.3 Evaluation
205(1)
7.4 Public participation In scientific research
206(9)
7.4.1 Planning
208(4)
7.4.2 Implementation
212(1)
7.4.3 Evaluation
213(2)
7.5 Mapping
215(5)
7.5.1 Planning
216(1)
7.5.2 Implementation
217(2)
7.5.3 Evaluation
219(1)
7.6 Summary
220(2)
8 Networking for conservation
222(41)
8.1 Environmental groups and clubs
223(5)
8.1.1 Planning
224(1)
8.1.2 Implementation
225(2)
8.1.3 Evaluation
227(1)
8.2 Workshops and seminars
228(7)
8.2.1 Planning
228(5)
8.2.2 Implementation
233(1)
8.2.3 Evaluation
234(1)
8.3 Public presentations
235(4)
8.3.1 Planning
235(2)
8.3.2 Implementation
237(2)
8.3.3 Evaluation
239(1)
8.4 Information booths
239(5)
8.4.1 Planning
240(3)
8.4.2 Implementation
243(1)
8.4.3 Evaluation
243(1)
8.5 Professional posters
244(3)
8.5.1 Planning
244(3)
8.5.2 Implementation
247(1)
8.5.3 Evaluation
247(1)
8.6 Conferences
247(7)
8.6.1 Planning
248(5)
8.6.2 Implementation
253(1)
8.6.3 Evaluation
253(1)
8.7 Special events
254(3)
8.7.1 Planning
255(1)
8.7.2 Implementation
256(1)
8.7.3 Evaluation
256(1)
8.8 Partnerships
257(5)
8.8.1 Planning
258(1)
8.8.2 Implementation
258(4)
8.8.3 Evaluation
262(1)
8.9 Summary
262(1)
9 Marketing conservation
263(34)
9.1 Planning a social marketing program
266(7)
9.1.1 Selecting a behavior
266(1)
9.1.2 Assessing the audience
266(2)
9.1.3 Communicating opportunities
268(1)
9.1.4 Creating and selecting messages
269(2)
9.1.5 Program implementation
271(1)
9.1.6 Program evaluation
271(2)
9.2 Social marketing tools
273(1)
9.3 Signs, billboards, and posters
274(3)
9.3.1 Planning
274(2)
9.3.2 Implementation
276(1)
9.3.3 Evaluation
276(1)
9.4 Prompts
277(2)
9.4.1 Planning
277(1)
9.4.2 Implementation
278(1)
9.4.3 Evaluation
278(1)
9.5 Feedback
279(2)
9.5.1 Planning
280(1)
9.5.2 Implementation
280(1)
9.5.3 Evaluation
281(1)
9.6 Models
281(3)
9.6.1 Planning
281(2)
9.6.2 Implementation
283(1)
9.6.3 Evaluation
284(1)
9.7 Commitment
284(3)
9.7.1 Planning
285(1)
9.7.2 Implementation
286(1)
9.7.3 Evaluation
287(1)
9.8 Incentives and disincentives
287(3)
9.8.1 Planning
287(2)
9.8.2 Implementation
289(1)
9.8.3 Evaluation
290(1)
9.9 Press interviews
290(3)
9.9.1 Planning
291(1)
9.9.2 Implementation
292(1)
9.9.3 Evaluation
292(1)
9.10 Paid and public advertisements
293(2)
9.10.1 Planning
294(1)
9.10.2 Implementation
295(1)
9.10.3 Evaluation
295(1)
9.11 Summary
295(2)
10 Getting your message out using the written word
297(30)
10.1 Opinion articles
297(5)
10.1.1 Planning
298(1)
10.1.2 Implementation
298(3)
10.1.3 Evaluation
301(1)
10.2 Blog posts
302(4)
10.2.1 Planning
302(1)
10.2.2 Implementation
303(2)
10.2.3 Evaluation
305(1)
10.3 News releases
306(5)
10.3.1 Planning
306(1)
10.3.2 Implementation
306(5)
10.3.3 Evaluation
311(1)
10.4 Brochures
311(4)
10.4.1 Planning
311(1)
10.4.2 Implementation
312(2)
10.4.3 Evaluation
314(1)
10.5 Fact sheets and flyers
315(4)
10.5.1 Planning
316(1)
10.5.2 Implementation
317(2)
10.5.3 Evaluation
319(1)
10.6 Guidebooks
319(7)
10.6.1 Planning
320(2)
10.6.2 Implementation
322(2)
10.6.3 Evaluation
324(2)
10.7 Summary
326(1)
11 Taking advantage of technology
327(29)
11.1 The World Wide Web
329(6)
11.1.1 Planning
331(2)
11.1.2 Implementation
333(1)
11.1.3 Evaluation
334(1)
11.2 Social media
335(5)
11.2.1 Planning
336(1)
11.2.2 Implementation
337(2)
11.2.3 Evaluation
339(1)
11.3 Video
340(7)
11.3.1 Planning
342(2)
11.3.2 Implementation
344(1)
11.3.3 Evaluation
345(2)
11.4 Distance education
347(4)
11.4.1 Online training and resources
348(1)
11.4.2 Internet conferences
348(1)
11.4.3 Planning
349(1)
11.4.4 Implementation
350(1)
11.4.5 Evaluation
351(1)
11.5 Other technologies
351(4)
11.5.1 Computer simulation and modeling
352(1)
11.5.2 Podcasts
352(1)
11.5.3 Apps
353(1)
11.5.4 Geocaching
353(1)
11.5.5 Environmental monitoring
354(1)
11.6 Summary
355(1)
12 Designing on-site activities
356(33)
12.1 Laying the foundation: initial steps for designing on-site programs
356(2)
12.2 Guided walks
358(5)
12.2.1 Planning
359(3)
12.2.2 Implementation
362(1)
12.2.3 Evaluation
363(1)
12.3 Exhibits
363(9)
12.3.1 Planning
365(4)
12.3.2 Implementation
369(3)
12.3.3 Evaluation
372(1)
12.4 Demonstrations
372(4)
12.4.1 Planning
373(1)
12.4.2 Implementation
374(1)
12.4.3 Evaluation
375(1)
12.5 Nature awareness and study
376(6)
12.5.1 Planning
377(1)
12.5.2 Implementation
378(3)
12.5.3 Evaluation
381(1)
12.6 Facility design
382(5)
12.6.1 Planning
382(3)
12.6.2 Implementation
385(1)
12.6.3 Evaluation
386(1)
12.7 Summary
387(2)
References 389(26)
Index 415
Susan K. Jacobson is a Distinguished Teaching Scholar and Professor in the Department of Wildlife Ecology and at the University of Florida, Gainesville, Florida. She teaches and conducts research on the human dimensions of natural resource management and environmental communication. She earned her Ph.D. degree in resource ecology from Duke University. She is the author of Communication Skills for Conservation Professionals, and has published well over a hundred journal articles about environmental management education and natural resource conservation in the U.S., Latin America, Africa, and Southeast Asia. She has served on the Board of Governors of the Society for Conservation Biology and the North American Association for Environmental Education.

Mallory McDuff teaches environmental education at Warren Wilson College, a unique liberal arts school that combines academics with work and service. She is the author of Natural Saints: How People of Faith are Working to Protect the Earth (OUP, 2010) and Sacred Acts: How Churches are Working to Protect Earth's Climate (New Society Publishers, 2012). Her essays and op-eds have been featured in USA Today, Huffington Post, BuzzFeed, The Rumpus, and Sojourners. She earned her Ph.D. in Wildlife Ecology and Conservation from the University of Florida.

Martha Monroe is an international leader in environmental education research and practice. Her research focuses on the motivations for engagement and assessment of outcomes of effective education programs. She has also conducted a number of evaluations of formal and non-formal environmental education programs, led professional development courses on program evaluation Education, and co-authored Evaluating Your Environmental Education Programs. She was recognized for her career achievements with the highest awards given by the Association of Natural Resource Extension Professionals and North American Association for Environmental Education and has mentored over 100 graduate students and authored over 100 book chapters and publications.