Evaluating the Effectiveness of Residential Environmental Education Programs in Fostering Positive Attitudes Toward Wildlife

Dettmann-Easler, Detra; Pease, James L.

doi:10.1080/00958969909598630

Cited by 118 publications

(50 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, most of these distinctions have little to do with the setting, which is what the distinctions between formal, nonformal and informal have come to represent; rather, they are more to do with the nature of the learning experience. In particular, it has become common to think of these learning experience distinctions as representing a different institutional approach to learning (e.g., Ham, 1992;Heimlich, 1993;Dettmann-Easler & Pease, 1999;Reid, 1999;Dandi, 2000). Herein lies the problem; settings and institutions clearly can influence learning, but they do not determine it.…”

Section: Use Of the Term 'Free-choice Learning'mentioning

confidence: 99%

Free‐choice environmental learning: framing the discussion

Falk

2005

Environmental Education Research

246

161

View full text Add to dashboard Cite

Education is a lifelong endeavor; the public learns in many places and contexts, for a diversity of reasons, throughout their lives. During the past couple of decades, there has been a growing awareness that free-choice learning experiences -learning experiences where the learner exercises a large degree of choice and control over the what, when and why of learning -play a major role in lifelong learning. Worldwide, most environmental learning is not acquired in school, but outside of school through free-choice learning experiences. Included in this article are brief overviews of environmental learning, the nature of learning, the educational infrastructure, and free-choice learning as a term. This article provides a framework for thinking about free-choice environmental learning and sets the stage for thinking about the other articles in this special issue.

show abstract

Section: Use Of the Term 'Free-choice Learning'mentioning

confidence: 99%

Free‐choice environmental learning: framing the discussion

Falk

2005

Environmental Education Research

246

161

View full text Add to dashboard Cite

show abstract

“…After participation in a one-year conservation-based programme on the natural history and behaviour of an endangered species of birds, a greater willingness to act positively one week and four weeks later was shown by a group of students in Switzerland (Bogner, 1999). In general, programmes which are longer (Zelezny, 1999), residential in nature (Dettmann-Easler and Pease, 1999) and emphasizing student interaction and participation and teacher reinforcement are more effective than programmes which do not have these features.…”

Section: Introductionmentioning

confidence: 97%

Teaching Approaches in Geography and Students? Environmental Attitudes

Yeung¹

2004

Environmentalist

View full text Add to dashboard Cite

In a study which examines the pattern of geography teaching at the Advanced Level in Hong Kong and assesses the relative effectiveness of didactic and enquiry teaching approaches that are used by the teachers concerned for the development of positive values towards the environment, the question was asked as to whether or not enquiry is more effective than didactic approaches for the development of environmental values, in both the short and long terms, for students as a whole and for students from different ability ranges. Questionnaire surveys and interviews were conducted to obtain data from students after they were taught a topic on people and the environment in the curriculum, with the approach chosen by their teachers. Results show that the enquiry approach was effective with the lower to medium ability classes in the short term but students who were taught didactically performed better in more areas in the longer term. The possible causes for this pattern are discussed and suggestions for improving the effectiveness of enquiry approaches in a high-pressure, examination-oriented classroom environment are offered.

show abstract

“…Ernst and Theimer's (2011) study found that two of its seven environmental programs were successful in fostering connectedness to nature. Many studies have supported the importance of direct exposure to nature in environmental education programs (Dresner & Gill, 1994;Dettmann-Easler & Pease, 1999;Kruse & Card, 2004;Cheng & Monroe, 2012;Collado, Staats, & Corraliza, 2013). Athman and Monroe (2001) stated that when programs move beyond what is relevant and meaningful, learning becomes too abstract.…”

Section: Literature Reviewmentioning

confidence: 96%