Influencing secondary school STUDENTS’ conservation behavior intention through an interpretive education program on the malayan tapir

Lim, Evelyn Ai Lin; Manohar, M.; Aziz, Azlizam; Mohamed, Zainalabidin

doi:10.1016/j.evalprogplan.2016.05.008

Cited by 4 publications

(2 citation statements)

References 45 publications

(47 reference statements)

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“…Several studies on the evaluation of interpretation had been carried out in the context of Malaysian natural environment (Mohd Hafizal Ismail, 2008;Jacobson, 2009;Roslina, Manohar, Ismail Adnan, Azlizam, & Mohd Aswad, 2013;Amin, Chan, & Mohd Shukri, 2014;Lim, Manohar, Azlizam, & Zakaria, 2016;Bidder et al, 2016). Majority of the studies yielded either partially positive or positive findings (Tubb, 2003;Madin & Fenton, 2004;Powell & Ham, 2008;Roslina et al, 2013) but there have also been studies that reported very little or no differences at all in the visitors' knowledge before and after they were exposed to interpretation (Papageorgiou, 2001;Hughes & Morrison-Saunders, 2002;Novey & Hall, 2006;Roberts, Mearns, & Edwards, 2014).…”

Section: Evaluation Of Interpretationmentioning

confidence: 99%

The Effectiveness of Environmental Interpretation in Influencing Visitors' Knowledge in Kinabalu Park

Ariffin

Goh

2019

ajE-Bs

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Protected areas are established for the conservation of unique and pristine environment. Although protected, they are subjected to possible environmental and social impacts due to increasing tourism activities. This study aims to evaluate the effectiveness of Kinabalu Park's environmental interpretation in mitigating these impacts through the assessment of visitors’ knowledge. Visitors' knowledge was compared between those who were exposed (post-visit) and not exposed to the interpretive programs (pre-visit). Overall, environmental interpretation in Kinabalu Park contributed to the visitors' knowledge related to general facts as post-visit samples indicated higher level of knowledge. However, there were no differences in their knowledge related to scientific aspect. Keywords: environmental interpretation; knowledge; protected areas; repeat visitors eISSN 2514-751X © 2019. The Authors. Published for AMER, ABRA & cE-Bs by E-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/aje-bs.v4i14.355

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Section: Evaluation Of Interpretationmentioning

confidence: 99%

The Effectiveness of Environmental Interpretation in Influencing Visitors' Knowledge in Kinabalu Park

Ariffin

Goh

2019

ajE-Bs

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“…Furthermore, for citizen science that occurs where a volunteer might live, place-based education has more meaning and relevance for influencing knowledge and even conservation behavior. As a result, education and knowledge gains play a vital role in program outcomes (Lim, 2016).…”

Section: Informal Educationmentioning

confidence: 99%

Exploring the experiences of K-12 science teachers using citizen science to engage student learners: an interpretive phenomenological analysis

O'Donnell

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With an impetus towards science reform in the United States, citizen science is emerging as a platform with the potential to transform student learning and engagement. While current citizen science studies predominantly focus on student outcomes, there is little empirical evidence that captures the voices of teachers who voluntarily implement citizen science to meet the needs of their students. The purpose of this interpretive phenomenological analysis (IPA) study was to understand the lived experiences of six K-12 science teachers in the United States who implemented citizen science within their schools. The ecological model of teacher agency, teacher beliefs, and sensemaking were employed as a conceptual framework, and served as a means of examining teacher perceptions of implementing citizen science in a voluntary capacity.Data was collected using semi-structured interviews and yielded four superordinate themes: philosophies on citizen science, the value of resources and support, citizen science impacts, and challenges. An additional finding-the teacher's role as intermediary-was discovered through in-depth analysis. The findings revealed teachers' positive beliefs about students and citizen science outweighed the cost of any challenges. Participants respected and recognized the importance of science content; however, citizen science was a vehicle for students' deeper and broader knowledge-making, developing connections, and forming agency. Additional research is needed to explore how teaching through the lens of culturally relevant pedagogy may enhance student experiences with citizen science that leads to increased learning and engagement.

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Evaluative criteria in practice: Findings from an analysis of evaluations published in Evaluation and Program Planning

Teasdale

Strasser

Moore

et al. 2023

Evaluation and Program Planning

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Influencing secondary school STUDENTS’ conservation behavior intention through an interpretive education program on the malayan tapir

Cited by 4 publications

References 45 publications

The Effectiveness of Environmental Interpretation in Influencing Visitors' Knowledge in Kinabalu Park

The Effectiveness of Environmental Interpretation in Influencing Visitors' Knowledge in Kinabalu Park

Exploring the experiences of K-12 science teachers using citizen science to engage student learners: an interpretive phenomenological analysis

Evaluative criteria in practice: Findings from an analysis of evaluations published in Evaluation and Program Planning

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