Evaluation of the Chesapeake Bay Foundation's Conservation Education Programs

Zint, Michaela; Kraemer, Anita; Northway, Heather; Lim, Miyoun

doi:10.1046/j.1523-1739.2002.00546.x

Cited by 48 publications

(41 citation statements)

References 8 publications

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“…Other outcomes were occasionally observed, but not included in our analysis; the most common involved elements of empowerment, which we observed in eight studies. In three studies, this involved measuring of locus of control (Culen and Volk 2000;Dimopoulos, Paraskevopoulos, and Pantis 2008;Zint et al 2002); in three other studies, self-efficacy was measured (Johnson-Pynn and Johnson 2005;Stern, Powell, and Ardoin 2010;Volk and Cheak 2003); and in two cases, more general forms of self-confidence were measured (Kusmawan et al 2009;Russell 2000). We excluded 'empowerment' as an outcome in our analysis for three reasons: (1) its uncommon appearance and inconsistent conceptualization in the sample and (2) it was more commonly referenced in the reviewed articles as a probable reason for achieving another outcome than as an outcome itself.…”

Section: Articles Reviewedmentioning

confidence: 99%

Environmental education program evaluation in the new millennium: what do we measure and what have we learned?

Stern

Powell

Hill

2013

Environmental Education Research

283

177

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We conducted a systematic literature review of peer-reviewed research studies published between 1999 and 2010 that empirically evaluated the outcomes of environmental education (EE) programs for youth (ages 18 and younger) in an attempt to address the following objectives: (1) to seek reported empirical evidence for what works (or does not) in EE programming and (2) to uncover lessons regarding promising approaches for future EE initiatives and their evaluation. While the review generally supports consensus-based best practices, such as those published in the North American Association for Environmental Education's Guidelines for Excellence, we also identified additional themes that may drive positive outcomes, including the provision of holistic experiences and the characteristics and delivery styles of environmental educators. Overall, the evidence in support of these themes contained in the 66 articles reviewed is mostly circumstantial. Few studies attempted to empirically isolate the characteristics of programs responsible for measured outcomes. We discuss general trends in research design and the associated implications for future research and EE programming.

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Section: Articles Reviewedmentioning

confidence: 99%

Environmental education program evaluation in the new millennium: what do we measure and what have we learned?

Stern

Powell

Hill

2013

Environmental Education Research

283

177

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“…Research by Yeung [2002] in Hong Kong compared inquiry-based learning with more traditional forms of education, finding that inquiry-based learning promoted both short-and long-term increases in ERB. Zint et al [2002] pointed out that our knowledge of how conservation education can affect ERB is limited. They evaluated several conservation education programs and found that short-term conservation education programs promoted ERBs in both teachers and students.…”

Section: Literature Precursors To Erbmentioning

confidence: 99%

Intrinsic and extrinsic rewards in a nonformal environmental education program

2008

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Humans are surrounded by threats to the environment, many of their own making. The severity of environmental problems will not decrease unless action is taken to develop and encourage greater environmentally responsible behavior (ERB) in the general populace. Environmental education (EE) is one method for strengthening precursors to ERB such as knowledge and attitudes, but research on the connection is currently unclear. In this paper we present the results of a study investigating the role played by rewards in encouraging ERB precursors for adults and children involved in a zoo-based Nature Swap program. We used semistructured interviews to question 91 participants, including 38 children, 38 adult guardians, and 15 staff members regarding the importance of rewards in the program. We content analyzed the interviews to identify and describe major themes and then coded them. We found that adult guardians and Play Partners perceived intrinsic and extrinsic rewards as aiding in maintaining motivation and interest in the nonformal Nature Swap program. In addition, both children and adult companion participants in the program mentioned strengthened precursors to ERB. Overall we found that adult companions perceived that children who participated in the program spent more quality time outdoors and had a heightened awareness of their surroundings as a result of program-based rewards. Implications for other EE and conservation education programs are discussed.

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“…It had also (Beatty, 2007). That instrument, in turn, had been modified from one of Michaela Zint's instruments used in the B-WET program (Zint, et al, 2002 To determine how internally consistent or "reliable" our attitude survey was, a Cronbach's Alpha Reliability test was run on the pretest data in SPSS. Cronbach's Alpha for the overall ATE (questions 1-13) was 0.807, 0.771 for ITA (questions 1-6), and 0.676 for EA (questions 7-10).…”

Section: Constructed Knowledge Questionnaire (See Appendix B) In Ordmentioning

confidence: 99%

Focus on a STEM, Based in Place, Watershed Curriculum: A confluence of stormwater, humans, knowledge, attitudes, and skills

Schall¹

2000

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This case study investigated the potential of a place-based watershed curriculum, using STEM principles, to increase watershed literacy and knowledge of human impacts on stormwater in the environment. A secondary goal was to examine whether the placebased connection and increased exposure to issues within their local watershed impacted the students' environmental attitudes and sense of place. Over 500 sixth graders participated in this localized curriculum, where they learned the science behind watershed issues on their own school campuses. They focused on ways humans can monitor and mitigate their impacts on stormwater, through engineering investigations. The mixedmethod research study investigated the effectiveness of the OLWEDU curriculum, to address these key questions: 1) To what degree did the OLWEDU increase the students' combined watershed literacy? 2) To what extent did the OLWEDU affect their environmental attitudes? 3) How did using a STEM oriented and place-based curriculum make the learning more relevant? In order to provide a solid triangulation of data, this study used a quasi-experimental design format with multiple measures: a) A Pre-Posttest (PPT), was given to all of the students to gather quantitative changes in knowledge of watershed concepts, stormwater issues related to human impacts on the environment, and engineering techniques; b) A constructed-knowledge questionnaire (CKQ) was used with forty four of the participants, to gather additional quantitative data on the students' local watershed knowledge; c) an environmental attitudes survey (EAS) was included in this sub-sample group; d) interviews were conducted with ten of the students to examine their opinions on the STEM aspects of the curriculum in addition to the place-based ii connections between the unit and their community. The statistically significant results showed increases in overall watershed literacy, knowledge of human impacts on stormwater, engineering principles, and environmental attitudes. These findings will be used to improve the current curriculum, and have broader implications concerning the benefits of using a formalized middle-school 21 st century standards-based curriculum to teach watershed literacy and promote pro-environmental attitudes by using a combination of Science, Technology, Engineering, and Math in a local, place-based context. The Lake O School District administrators, teachers, and students; Portland State University's Center for Science Education faculty and graduate students. I look forward to sharing my enhanced skills and understanding with the next generation of youth.In addition, I dedicate the completion of this thesis to my family, whose lives had to be put on the back burner for many months. Thank you all for allowing me to pursue the advancement of my own education. You all know how important education is to me.iv Acknowledgements

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Evaluation of the Chesapeake Bay Foundation's Conservation Education Programs

Cited by 48 publications

References 8 publications

Environmental education program evaluation in the new millennium: what do we measure and what have we learned?

Environmental education program evaluation in the new millennium: what do we measure and what have we learned?

Intrinsic and extrinsic rewards in a nonformal environmental education program

Focus on a STEM, Based in Place, Watershed Curriculum: A confluence of stormwater, humans, knowledge, attitudes, and skills

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