Successes and Challenges in East African Conservation Education

Johnson-Pynn, Julie S.; Johnson, Laura R.

doi:10.3200/joee.36.2.25-39

Cited by 39 publications

(39 citation statements)

References 21 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

277

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

277

177

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“…Given the amount of effort invested in environmental education in developing countries, with few exceptions, there is a general lack of quality empirical studies on the outcomes and effectiveness of environmental education in general [62][63][64], the more so for Africa [65][66][67][68][69][70][71] and especially, Madagascar [6,23,58,72,73]. This may be a side effect of the current situation that almost all environmental education is provided by NGOs and undertaken by practitioners not trained in evaluation techniques, their donors normally financing only practical educational work and not time-consuming and costly scientific evaluation [74].…”

Section: Education and Environmental Education In Madagascarmentioning

confidence: 99%

Conservation Messages in Speech Bubbles–Evaluation of an Environmental Education Comic Distributed in Elementary Schools in Madagascar

Richter

Rendigs

Maminirina³

2015

Sustainability

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Abstract:In this paper, we present the results of a survey of an environmental education program applied to a cohort of 542 students in six primary schools at Lake Alaotra, Madagascar. The educational materials used were a comic book and additional materials designed specifically for local conditions in rural Madagascar. The comic book conveyed mostly system knowledge and, to a lesser extent, action-related knowledge. The additional materials posed practical tasks to students and were meant to stimulate teamwork and group discussion of students. There was a control and two treatment groups. A questionnaire was applied to test students' environmental knowledge at three different points in time. The survey showed a significant increase in environmental knowledge of students receiving environmental education compared to controls. This effect significantly increased with additional education materials fostering peer-to-peer learning by students instead of when teacher-centred learning was provided. Students that used those materials also had the highest scores in tests one year after environmental education ended, thus indicating the usefulness of innovative and locally meaningful materials in environmental education. OPEN ACCESSSustainability 2015, 7 8856

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“…In many locations in Tanzania, extracurricular programs are the only environmental education (EE) opportunity for youth, as EE has not been incorporated into the formal educational system (McDuff, 2000). This need for more EE in Tanzania is supported by previous research, which suggests that students lack the following: basic ecological knowledge; an understanding of how environmental issues impact both the natural and human community; and the necessary skills for environmental issue resolution (Ali & Maskill, 2004;Johnson-Pynn & Johnson, 2005;McDuff, 2000;McDuff & Jacobson, 2000).…”

Section: Introductionmentioning

confidence: 95%

“…Teaching Tanzanian youth about the value of their country's natural resources and the importance of their conservation would therefore seem to be highly important. However, many Tanzanian school children appear to be unaware of the consequences of dwindling natural resources, environmental degradation, and biodiversity loss as a result of human activity, though this is arguably true of youth in many developing and post-industrial countries, including youth in East Africa (Johnson-Pynn & Johnson, 2005). In many locations in Tanzania, extracurricular programs are the only environmental education (EE) opportunity for youth, as EE has not been incorporated into the formal educational system (McDuff, 2000).…”

Section: Introductionmentioning

confidence: 99%

Predicting Participation in Environmental Education by Teachers in Coastal Regions of Tanzania

Bruyere

Nash

Mbogella

2011

The Journal of Environmental Education

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Theories of responsible environmental behavior (REB) have most often been applied in developed countries and to direct forms of REB such as recycling and conserving water. This study applied a model of REB to a developing country setting in Tanzania based in part on variables from a Hungerford and Volk (1990) model and targeting an indirect form of behavior: teaching environmental education (EE) to youth. A quantitative survey was developed and administered to 397 teachers from schools in coastal regions of the country. Regression analyses revealed a sequential model in which entry level variables predicted ownership variables, and ownership variables predicted empowerment variables. In addition, cognitive variables were particularly strong in predicting behavioral intent compared to affective variables.

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Successes and Challenges in East African Conservation Education

Cited by 39 publications

References 21 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?

Conservation Messages in Speech Bubbles–Evaluation of an Environmental Education Comic Distributed in Elementary Schools in Madagascar

Predicting Participation in Environmental Education by Teachers in Coastal Regions of Tanzania

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