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Conservation Education and Outreach Techniques: A Handbook of Techniques [Hardback]

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  • Formāts: Hardback, 498 pages, height x width x depth: 240x160x30 mm, weight: 845 g, 60 halftones and 15 line figures
  • Sērija : Techniques in Ecology and Conservation
  • Izdošanas datums: 16-Mar-2006
  • Izdevniecība: Oxford University Press
  • ISBN-10: 0198567723
  • ISBN-13: 9780198567721
Citas grāmatas par šo tēmu:
Conservation Education and Outreach Techniques: A Handbook of TechniquesPalielināt
  • Formāts: Hardback, 498 pages, height x width x depth: 240x160x30 mm, weight: 845 g, 60 halftones and 15 line figures
  • Sērija : Techniques in Ecology and Conservation
  • Izdošanas datums: 16-Mar-2006
  • Izdevniecība: Oxford University Press
  • ISBN-10: 0198567723
  • ISBN-13: 9780198567721
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780198567721.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 programs for conservation. Jacobson, McDuff, and Monroe describe an exciting array of techniques for enhancing school resources, marketing environmental messages, using mass media, developing partnerships for conservation, and designing on-site programs for natural areas and community centers. 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 includes twelve chapters illustrated with numerous photographs showing education and outreach programs 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 is an excellent text. It has brought together a wide range of activities and ideas which will make the work of the conservation educator (and in most cases any educator!) that much easier. Overall, this book should be required reading in all conservation education classes and indeed any teacher-training class. British Ecological Societys Teaching Ecology Group

Introduction 1(336)
1. Designing successful conservation education and outreach
7(28)
1.1 The need for conservation education and outreach
7(3)
1.2 Designing education and outreach programs
10(2)
1.3 Planning
12(9)
1.3.1 Review the mission
12(1)
1.3.2 Identify goals and objectives
13(2)
1.3.3 Identify target audiences
15(3)
1.3.4 Include audience members and potential partners
18(1)
1.3.5 Inventory resources and constraints
19(1)
1.3.6 Select activities and messages
20(1)
1.4 Implementation
21(3)
1.4.1 Pilot test activities
21(2)
1.4.2 Program operations
23(1)
1.5 Evaluation
24(10)
1.5.1 Designing an evaluation
24(3)
1.5.2 Evaluation objectives
27(1)
1.5.3 Data Collection for an evaluation
28(6)
1.6 Summary
34(1)
Further reading
34(1)
2. Learning and teaching with adults and youth
35(28)
2.1 Pedagogy for youth and adults
35(5)
2.1.1 Youth-based environmental education
38(1)
2.1.2 Environmental adult education
38(2)
2.2 Brain-based learning
40(2)
2.3 Experiential learning
42(4)
2.3.1 Experiential learning cycle
44(2)
2.4 Learning styles
46(1)
2.5 Multiple intelligences
47(2)
2.6 Inquiry learning
49(2)
2.7 Constructivism
51(3)
2.8 Cooperative learning
54(3)
2.9 Creative, critical, and systems thinking
57(4)
2.9.1 Bloom's taxonomy
57(1)
2.9.2 Creative thinking
58(1)
2.9.3 Critical thinking
59(1)
2.9.4 Systems thinking
60(1)
2.10 Summary
61(1)
Further reading
62(1)
3. Changing conservation behaviors
63(22)
3.1 What do we mean by behavior?
63(1)
3.2 Building environmentally responsible behavior
64(1)
3.3 Environmental citizenship behavior model
65(1)
3.4 Value-belief-norm model
66(2)
3.5 Reasonable person model
68(2)
3.6 Systems thinking
70(1)
3.7 Significant life experiences
71(1)
3.8 Building environmental literacy
72(1)
3.9 Changing specific behaviors
73(1)
3.10 Theory of planned behavior
73(2)
3.11 Motivation theories
75(1)
3.12 Elaboration likelihood model of persuasion
76(3)
3.13 Stages of change
79(1)
3.14 Diffusion of innovation
80(3)
3.15 Social learning theory
83(1)
3.16 Summary
83(1)
Further reading
84(1)
4. Conservation education in the schools
85(47)
4.1 Communicating with schools
87(7)
4.1.1 Planning
87(4)
4.1.2 Implementation
91(1)
4.1.3 Evaluation
92(2)
4.2 Acting as a resource for the schools
94(9)
4.2.1 Planning
94(1)
4.2.2 Implementation
94(7)
4.2.3 Evaluation
101(2)
4.3 Connecting to academic standards
103(9)
4.3.1 Planning
103(5)
4.3.2 Implementation
108(4)
4.3.3 Evaluation
112(1)
4.4 Integrating conservation education into legislation and educational policy
112(5)
4.4.1 Planning
113(1)
4.4.2 Implementation
114(3)
4.4.3 Evaluation
117(1)
4.5 A sample of approaches to conservation education in the schools
117(1)
4.6 Environment-based education
118(3)
4.6.1 Planning
119(1)
4.6.2 Implementation
119(1)
4.6.3 Evaluation
120(1)
4.7 Education for sustainability
121(5)
4.7.1 Planning
122(3)
4.7.2 Implementation
125(1)
4.7.3 Evaluation
125(1)
4.8 Action projects
126(3)
4.8.1 Planning
126(1)
4.8.2 Implementation
127(2)
4.8.3 Evaluation
129(1)
4.9 Summary
129(2)
Further reading
131(1)
5. Making conservation come alive
132(42)
5.1 Hands-on activities
132(6)
5.1.1 Planning
134(2)
5.1.2 Implementation
136(2)
5.1.3 Evaluation
138(1)
5.2 Storytelling
138(5)
5.2.1 Planning
139(3)
5.2.2 Implementation
142(1)
5.2.3 Evaluation
143(1)
5.3 Games
143(4)
5.3.1 Planning
144(2)
5.3.2 Implementation
146(1)
5.3 3 Evaluation
147(1)
5.4 Case Studies
147(6)
5.4.1 Planning
148(3)
5.4.2 Implementation
151(2)
5.4.3 Evaluation
153(1)
5.5 Role-playing
153(5)
5.5.1 Planning
153(3)
5.5.2 Implementation
156(1)
5.5.3 Evaluation
157(1)
5.6 Contents
158(2)
5.6.1 Planning
158(1)
5.6.2 Implementation
159(1)
5.6.3 Evaluation
160(1)
5.7 Field trips
160(7)
5.7.1 Planning
161(2)
5.7.2 Implementation
163(2)
5.7.3 Evaluation
165(2)
5.8 Wilderness awareness and skills
167(5)
5.8.1 Planning
167(4)
5.8.2 Implementation
171(1)
5.8.3 Evaluation
172(1)
5.9 Summary
172(1)
Further reading
173(1)
6. Using the arts for conservations
174(35)
6.1 Emotion, art, and learning
175(1)
6.2 Visual arts for the protection of natural areas
176(5)
6.2.1 Planning
179(1)
6.2.2 Implementation
180(1)
6.2.3 Evaluation
180(1)
6.3 Art exhibits
181(7)
6.3.1 Planning
182(2)
6.3.2 Implementation
184(2)
6.3.3 Evaluation
186(2)
6.4 Hands-on arts programs
188(5)
6.4.1 Planning
188(2)
6.4.2 Implementation
190(2)
6.4.3 Evaluation
192(1)
6.5 Environmental literature
193(2)
6.6 Keeping an environmental journal
195(4)
6.6.1 Planning
195(1)
6.6.2 Implementation
196(2)
6.6.3 Evaluation
198(1)
6.7 Environmental theater
199(3)
6.7.1 Planning
200(1)
6.7.2 Implementation
200(1)
6.7.3 Evaluation
201(1)
6.8 Music and the environment
202(5)
6.8.1 Singing a conservation message
204(1)
6.8.2 Planning
204(1)
6.8.3 Implementation
204(3)
6.8.4 Evaluation
207(1)
6.9 Summary
207(1)
Further Reading
208(1)
7. Connecting classes and communities with conservation
209(41)
7.1 Service-learning
210(9)
7.1.1 Planning
212(3)
7.1.2 Implementation
215(1)
7.1.3 Evaluation
216(3)
7.2 Issue investigation
219(5)
7.2.1 Planning
220(1)
7.2.2 Implementation
221(2)
7.2.3 Evaluation
223(1)
7.3 Project-based learning
224(5)
7.3.1 Planning
226(1)
7.3.2 Implementation
227(2)
7.3.3 Evaluation
229(1)
7.4 Community-based research
229(6)
7.4.1 Planning
231(2)
7.4.2 Implementation
233(1)
7.4.3 Evaluation
234(1)
7.5 Citizen science
235(6)
7.5.1 Planning
236(3)
7.5.2 Implementation
239(2)
7.5.3 Evaluation
241(1)
7.6 Mapping
241(7)
7.6.1 Planning
243(1)
7.6.2 Implementation
244(3)
7.6.3 Evaluation
247(1)
7.7 Summary
248(1)
Further reading
249(1)
8. Networking for conservation
250(51)
8.1 Environmental clubs and groups
251(5)
8.1.1 Planning
253(1)
8.1.2 Implementation
254(1)
8.1.3 Evaluation
255(1)
8.2 Workshops and seminars
256(7)
8.2.1 Planning
257(2)
8.2.2 Implementation
259(4)
8.2.3 Evaluation
263(1)
8.3 Public presentations
263(4)
8.3.1 Planning
264(2)
8.3.2 Implementation
266(1)
8.3.3 Evaluation
266(1)
8.4 Information booths
267(6)
8.4.1 Planning
269(3)
8.4.2 Implementation
272(1)
8.4.3 Evaluation
273(1)
8.5 Professional posters
273(4)
8.5.1 Planning
274(3)
8.5.2 Implementation
277(1)
8.5.3 Evaluation
277(1)
8.6 Conferences
277(7)
8.6.1 Planning
278(5)
8.6.2 Implementation
283(1)
8.6.3 Evaluation
284(1)
8.7 Special events
284(5)
8.7.1 Planning
285(3)
8.7.2 Implementation
288(1)
8.7.3 Evaluation
289(1)
8.8 Partnerships
289(7)
8.8.1 Planning
290(2)
8.8.2 Implementation
292(3)
8.8.3 Evaluation
295(1)
8.9 Conflict resolution
296(3)
8.9.1 Planning
297(1)
8.9.2 Implementation
298(1)
8.9.3 Evaluation
299(1)
8.10 Summary
299(1)
Further reading
300(1)
9. Marketing conservation
301(36)
9.1 Beginning a process for social marketing
303(7)
9.1.1 Assessing the Audience
304(1)
9.1.2 Understanding barriers and opportunities
305(1)
9.1.3 Creating and selecting messages
306(2)
9.1.4 Program implementation
308(1)
9.1.5 Program evaluation
308(2)
9.2 Social marketing tools
310(1)
9.3 Signs, billboards, and posters
311(4)
9.3.1 Planning
312(1)
9.3.2 Implementation
313(2)
9.3.3 Evaluation
315(1)
9.4 Prompts
315(2)
9.4.1 Planning
316(1)
9.4.2 Implementation
316(1)
9.4.3 Evaluation
317(1)
9.5 Feedback
317(3)
9.5.1 Planning
318(1)
9.5.2 Implementation
319(1)
9.5.3 Evaluation
320(1)
9.6 Models
320(3)
9.6.1 Planning
320(2)
9.6.2 Implementation
322(1)
9.6.3 Evaluation
322(1)
9.7 Commitment
323(3)
9.7.1 Planning
324(1)
9.7.2 Implementation
325(1)
9.7.3 Evaluation
326(1)
9.8 Incentives and disincentives
326(3)
9.8.1 Planning
326(3)
9.8.2 Implementation
329(1)
9.8.3 Evaluation
329(1)
9.9 Press Interviews
329(3)
9.9.1 Planning
330(1)
9.9.2 Implementation
331(1)
9.9.3 Evaluation
332(1)
9.10 Paid and public advertisements
332(3)
9.10.1 Planning
333(1)
9.10.2 Implementation
334(1)
9.10.3 Evaluation
335(1)
9.11 Summary
335(1)
Further reading
336(1)
10. Getting out your message with the written word 337(33)
10.1 Opinion articles
337(4)
10.1.1 Planning
338(2)
10.1.2 Implementation
340(1)
10.1.3 Evaluation
340(1)
10.2 Letters to the editor
341(1)
10.2.1 Planning
341(1)
10.2.2 Implementation
341(1)
10.2.3 Evaluation
342(1)
10.3 News releases
342(10)
10.3.1 News release structure and content
345(3)
10.3.2 Planning
348(1)
10.3.3 Implementation
349(1)
10.3.4 Evaluation
350(2)
10.4 Brochures
352(4)
10.4.1 Planning
353(1)
10.4.2 Implementation
354(2)
10.4.3 Evaluation
356(1)
10.5 Fact sheets and flyers
356(5)
10.5.1 Planning
357(2)
10.5.2 Implementation
359(2)
10.5.3 Evaluation
361(1)
10.6 Guidebooks
361(7)
10.6.1 Planning
362(2)
10.6.2 Implementation
364(2)
10.6.3 Evaluation
366(2)
10.7 Summary
368(1)
Further reading
369(1)
11. Taking advantage of educational technology 370(35)
11.1 Video
372(8)
11.1.1 Planning
374(3)
11.1.2 Implementation
377(1)
11.1.3 Evaluation
378(2)
11.2 The world wide web
380(8)
11.2.1 Planning
383(2)
11.2.2 Implementation
385(1)
11.2.3 Evaluation
386(2)
11.3 Distance education
388(10)
11.3.1 Planning
391(4)
11.3.2 Implementation
395(1)
11.3.3 Evaluation
396(2)
11.4 Computer simulation and modeling
398(3)
11.4.1 Planning
399(1)
11.4.2 Implementation
400(1)
11.4.3 Evaluation
401(1)
11.5 A suite of environmental technologies
401(2)
11.5.1 Geocaching
401(1)
11.5.2 Environmental monitoring
402(1)
11.5.3 Real-time data
402(1)
11.6 Summary
403(1)
Further reading
404(1)
12. Designing on-site activities 405(31)
12.1 Laying the foundation: initial steps to designing on-site programs
405(2)
12.2 Guided walk
407(5)
12.2.1 Planning
408(3)
12.2.2 Implementation
411(1)
12.2.3 Evaluation
412(1)
12.3 Exhibits
412(10)
12.3.1 Planning
415(3)
12.3.2 Implementation
418(3)
12.3.3 Evaluation
421(1)
12.4 Demonstration
422(3)
12.4.1 Planning
422(1)
12.4.2 Implementation
423(1)
12.4.3 Evaluation
424(1)
12.5 Nature awareness and study
425(6)
12.5.1 Planning
426(1)
12.5.2 Implementation
427(3)
12.5.3 Evaluation
430(1)
12.6 Facility design
431(5)
12.6.1 Planning
432(2)
12.6.2 Implementation
434(1)
12.6.3 Evaluation
435(1)
12.7 Summary
436(1)
Further reading 436(1)
References 437(22)
Index 459


Dr Martha Monroe is an extension specialist in natural resources education and associate professor in the School of Forest Resources and Conservation at the University of Florida in Gainesville. She provides support to a variety of environmental education programs and teaches courses in conservation behaviour, communication and environmental education program development. Her work in environmental education spans over 25 years of teaching youngsters, facilitating teacher workshops, developing curriculum, and evaluating programs. She holds a BS, MS, and Ph.D. in Natural Resources from the University of Michigan. Dr Monroe has conducted teacher workshops, surveyed programs, and led EE training programs in Botswana, Namibia, Jordan, Russia, Tonga, Fiji, Malaysia, Chile, and Thailand.