Promoting environmentally sustainable attitudes and behaviour through free‐choice learning experiences: what is the state of the game?

Ballantyne, Roy; Packer, Jan

doi:10.1080/13504620500081145

Cited by 246 publications

(158 citation statements)

References 36 publications

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“…This is perhaps why the bulk of visitors have a limited receptiveness to biodiversity education on the island as reported by Hughes and Morrison-Saunders (2005b). This is supported by other studies that have found significant links between activity focus and receptiveness, where visitors undertaking activities not associated with learning are less likely to be receptive to on-site education (Ballantyne & Packer, 2005;Ballantyne et al, 1998;Manning et al, 1999;Meyer, 2010 …”

Section: Current Access and Usementioning

confidence: 71%

“…According to various authors, visitors who are not primarily focused on discovery and learning will not be receptive to interpretation while at the site (Ballantyne & Packer, 2005;Ballantyne et al, 1998;Manning et al, 1999;Meyer, 2010). In accordance with this, we earlier found that visitors to the island for active recreational activities were less interested in and affected by the educational media (Hughes & Morrison-Saunders, 2005a, 2005b.…”

Section: Impact On Visitorsmentioning

confidence: 99%

“…Responsiveness of natural area visitors to education and interpretation is strongly influenced by reasons for visitation and the types of activity that form the focus of their visit (Ballantyne & Packer, 2005;Packer, 2004). Hendee, Gale and Catton (1971) initially identified five primary ways in which visitors may interact with a site as summarized in Table 1.…”

Section: Introductionmentioning

confidence: 99%

“…Hendee, Gale and Catton (1971) initially identified five primary ways in which visitors may interact with a site as summarized in Table 1. Later authors have discussed categories of how visitors interact with natural areas they visit that are mostly variations or elaborations on the themes Hendee et al had previously identified (Ballantyne & Packer, 2005;Ballantyne, Packer, & Beckman, 1998;Manning, Valliere, & Minteer, 1999;Meyer, 2010). Most conclude that reason for visitation and the focus of visitor activity determines how they experience nature and the receptiveness to interpretation and education.…”

Section: Introductionmentioning

confidence: 99%

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Blending a heritage of recreation and tourism with conservation of natural heritage: an example from Penguin Island, Western Australia

Hughes

2012

Journal of Heritage Tourism

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This paper discusses the recreational and natural heritage of Penguin Island in its journey from use as a recreation reserve to its current management within a Class A biodiversity conservation reserve. Protected natural areas were historically managed for tourism and recreation, resulting in a significant heritage of use. They are now mainly managed for biodiversity protection, but continue to be a focus for tourism and recreation. Visitors to natural areas are considered a prime audience to raise awareness about biodiversity protection but Australia has a poor record of integrating cultural and natural heritage management. The long heritage of recreation use on Penguin Island was superimposed with a biodiversity protection mandate. Effective design based on minimal site hardening and selective restriction of recreational use, rather than education, has successfully restored island's natural heritage. However, the island's cultural heritage has been obscured. This implies the biodiversity protection and education mandate has been at the cost of preserving awareness of Penguin island's recreation and tourism heritage.

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Section: Current Access and Usementioning

confidence: 71%

Section: Impact On Visitorsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Blending a heritage of recreation and tourism with conservation of natural heritage: an example from Penguin Island, Western Australia

Hughes

2012

Journal of Heritage Tourism

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“…The only similar examples of using a garden for promoting behavioral change were those based on botanical gardens in a non-formal educational context (Ballantyne and Packer, 2005). There is then a knowledge gap in how we can use GBL to promote pro-environmental behavioral change.…”

Section: Literature Reviewmentioning

confidence: 99%

Education for sustainability using a campus eco-garden as a learning environment

Cheang

Zhan

et al. 2017

IJSHE

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.*Related content and download information correct at time of download. Purpose -This paper aims to explore stakeholder perspectives of the role of a campus eco-garden in education for sustainability (EfS). It will combine the perspectives to highlight a powerful learning environment (PLE) for university students to realize the concept of EfS.Design/methodology/approach -Semi-structured interviews were conducted to reveal stakeholder understandings of a campus eco-garden, as well as its associated expectations of learning activities and education outcomes. Three stakeholder groups were interviewed; designers, educators and environmental and non-environmental subject-related students.Findings -All three stakeholder groups expected cognitive learning of EfS to be enhanced by the eco-garden. The use of affective learning was not strongly expected by the stakeholders. Psychomotor learning was believed to be the most difficult to realize. To fulfill the potential of the eco-garden in EfS, all stakeholders suggested learning activities and roles for both students and teachers. The combined perspectives of the stakeholders helped to visualize a PLE to aid EfS.Practical implications -This study underlines the importance of effective communication of expectations between stakeholders. It underlines the importance of integrating educational activities with the eco-garden as a PLE, highlighting the roles of teachers and students. It also sheds light on the importance of introducing a cultural component to the EfS program.Originality/value -This is the first study to apply the PLE theory to enhance EfS with the aid of infrastructure. Both users and designers reveal their views on the planning of the campus eco-garden, especially in its educational function. The study is possibly the first to reveal the differences in expectations between designers and other stakeholder groups (teachers and students) using Könings et al.'s (2005) combination-of-perspectives model.

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Adult learning in free‐choice, environmental settings: What makes it different?

Heimlich

Horr

2010

New Dir Adult Contin Educ

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Promoting environmentally sustainable attitudes and behaviour through free‐choice learning experiences: what is the state of the game?

Cited by 246 publications

References 36 publications

Blending a heritage of recreation and tourism with conservation of natural heritage: an example from Penguin Island, Western Australia

Blending a heritage of recreation and tourism with conservation of natural heritage: an example from Penguin Island, Western Australia

Education for sustainability using a campus eco-garden as a learning environment

Adult learning in free‐choice, environmental settings: What makes it different?

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