Exploring Children's Perceptions of Cheetahs through Storytelling: Implications for Cheetah Conservation

Hughes, Carol Ann

doi:10.1080/1533015x.2013.838870

Cited by 52 publications

(8 citation statements)

References 30 publications

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“…While saliency measures elucidated the ideas students most frequently written about, including personal values, and observations of the trip, qualitative analyses were required to categorize statements into taxonomic levels of the affective domain. Qualitative studies are frequently used in evaluating the outcomes of conservation education, as Alerby (2000), Bettinger et al (2010), andHughes (2013) demonstrated that nuanced thinking can be revealed and contextualized through holistic analyses in settings designed to understand students' perceptions of threatened species and local environments. Quantitative analyses, such as the cultural consensus and saliency measures used here, may be reductive (Kuhar et al 2010(Kuhar et al , 2012.…”

Section: Discussionmentioning

confidence: 99%

“Thank you, Marojejy:” affective learning outcomes of student participants in place-based field trips to Marojejy National Park

Sorenson¹,

Jaofeno²,

Patel³

et al. 2022

MCD

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Evaluations of conservation education programmes are most often concerned within the cognitive domain, where logical learning takes place. In place-based education, emphasis is instead placed on learning in multiple domains, including the cognitive and affective domains. Here, we quantitatively and qualitatively evaluate student learning in the affective domain following a series of short educational trips to Marojejy National Park, Northeast Madagascar. Student responses to the prompt “write about your trip to Marojejy” were evaluated for content, including emotional responses using cultural consensus, saliency scoring, and qualitative evaluation. The most salient term used in responses were “a good trip”. when tested 1.5 to 2 weeks after their trip. Students wrote about the emotional impact of the trip in four out of five levels of the affective domain. Our findings highlight the value of place-based education for learning in the affective domain. We demonstrated that even over a brief period of three days, placebased conservation education can have a marked impact on the values and emotions of participants. Les évaluations de programmes d’éducation en matière de préservation sont le plus souvent axées sur le domaine cognitif, là où s’effectue l’apprentissage logique. Dans l’éducation effectuée sur place, l’accent est au contraire mis sur un apprentissage multidisciplinaire, qui inclut à la fois les domaines cognitifs et affectifs. Ici, nous évaluons de façon quantitative et qualitative l’apprentissage des étudiants dans le domaine affectif en suivant une série de brèves excursions à but éducatif au Parc national de Marojejy, dans le Nord-Est de Madagascar. Les réponses des étudiants à l’instruction « Parlez-nous de votre excursion à Marojejy » ont fait l’objet d’une évaluation tenant également compte des aspects émotionnels, sur la base du consensus culturel, du score de saillance et du point de vue qualitatif. L’expression la plus saillante utilisée dans les réponses a été « bonne excursion » dans les tests effectués 1,5 à 2 semaines après leur retour. Les étudiants ont relaté l’impact émotionnel de l’excursion dans quatre des cinq niveaux du domaine affectif. Nos résultats mettent en évidence la valeur d’une éducation sur place pour un apprentissage au niveau affectif. Nous avons démontré que même après une brève période de trois jours, l’éducation en matière de préservation peut avoir, lorsqu’elle est effectuée sur place, un impact significatif sur les valeurs et les émotions des participants.

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Section: Discussionmentioning

confidence: 99%

“Thank you, Marojejy:” affective learning outcomes of student participants in place-based field trips to Marojejy National Park

Sorenson¹,

Jaofeno²,

Patel³

et al. 2022

MCD

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“…Children were more likely to say animals should be brought to OWC after the program, suggesting the impact of the specific ambassador animals' stories. Storytelling is valuable within biodiversity conservation as it can improve perceptions of species and gain conservation support (De Groot & Zwaal, 2007 ; Hughes, 2013 ; Smith et al, 2010 ). Relaying core conservation messaging via stories could lead to greater gains in conservation behavior knowledge.…”

Section: Discussionmentioning

confidence: 99%

Impact of animal programming on children's attitudes toward local wildlife

Jerger

Acker

Gibson³

et al. 2022

Zoo Biology

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Attitudes toward wildlife can have direct implications on children's interest in conservation behaviors. Animal programs are an example of interactive, educational experiences that have the potential to change attitudes by providing individuals the opportunity to get close to animal ambassadors and participate in engaging conversations about them. We conducted an animal program assessment with summer camps at the Ohio Wildlife Center to quantify changes in children's affiliation with local wildlife and their willingness to live near local wildlife. Campers showed an overall increase in affiliation and willingness scores from before to after an animal program, although with a small effect size. Overall willingness scores were lower than affiliation scores, but there was a significantly larger increase in willingness following the program. We found a strong correlation between affiliation and willingness scores. Overall, the study found that these animal programs positively influenced children's attitudes toward local wildlife and increased their willingness to live near them, suggesting animal programming could be used to decrease human‐wildlife conflict. Visually seeing animals in the programs improved attitude scores, even for those not seen in this study, which suggests that program animals can act as an ambassador for other species. This opens the potential for utilizing animal ambassadors as powerful tools in conservation education about threatened and endangered species.

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“…These methods can be used to explore values, emotions, cultures and relationships towards cheetahs. For example, storytelling has been used to understand how children relate to cheetahs (Hughes, 2013). Qualitative methods can also be used to gain in-depth knowledge on rarely explored topics, such as negative consequences to cheetahs of poor game-farm management in South Africa (Cousins et al, 2008).…”

Section: Qualitative Methodsmentioning

confidence: 99%

“…Research can include identifying values and attitudes towards cheetahs, rates and types of conflict and associated economic impacts, or receptiveness to or efficacy of new management practices. Examples of previous studies on the impact of social aspects on cheetah conservation have included using quantitative questionnaires with farmers, soliciting cheetah stories from children using qualitative methods, and employing a mixed approach to better understand the complexity of conflict (Boast, 2014;Hughes, 2013;Marker et al, 2003).…”

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confidence: 99%

Social Science Methods to Study Human–Cheetah Interactions

Rust¹,

Hughes²

2018

Cheetahs: Biology and Conservation

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We are living in a new geological era-the Anthropocene-so called because of humanity's far-reaching effects on the environment. As our population grows, threats towards biodiversity, including those associated with human-cheetah conflict, also increase. Social science research enables conservationists to understand and address the human dimensions of these challenges. This chapter describes common social science paradigms, theories, methodologies, methods and sampling strategies useful for studying human-cheetah interactions, as these types of studies are lacking. We explain the advantages and disadvantages of these methods, ethical and practical considerations, and use existing or comparable examples to highlight their use in cheetah research and conservation. Social science methods can be challenging to conduct, so we advise the importance for cheetah ecologists and practitioners to collaborate with social science experts.

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Exploring Children's Perceptions of Cheetahs through Storytelling: Implications for Cheetah Conservation

Cited by 52 publications

References 30 publications

“Thank you, Marojejy:” affective learning outcomes of student participants in place-based field trips to Marojejy National Park

“Thank you, Marojejy:” affective learning outcomes of student participants in place-based field trips to Marojejy National Park

Impact of animal programming on children's attitudes toward local wildlife

Social Science Methods to Study Human–Cheetah Interactions

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