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Education Literature
The following is a selection of the educational literature that we thought might
be useful to our partners. We can provide copies of most of this
information to Partners of The Ocean Project. This list will be
updated regularly; If you have suggestions for information for us
to add, please let us
know!
Archie, M., L. Mann, and W.A. Smith. (1993). Partners in action: Environmental
social marketing and environmental education. Washington DC: Academy
for Educational Development.
This work is the result of a two-day seminar sponsored by the Academy
for Educational Development (AED) and the North American Association
for Environmental Education (NAAEE). The focus of the seminar
and this paper was to discuss social marketing in an environmental
context and to explore effective environmental education and communication
strategies.
Armstrong, J.B. and J.C. Impara. (1991). The impact of an environmental education
program on knowledge and attitude. Journal of Environmental Education.
22(4): 36-40.
The effectiveness of the environmental education program Nature Scope
was evaluated. Nature Scope is a K-7 environmental education supplement
developed by the National Wildlife Federation. The report concluded
that it is very difficult to evaluate the effects of an environmental
education program because of the many factors involved, but classes
generally exhibited positive attitudes following the program.
Fortner, Roseanne and Anne E. Lyon. (1985). Effects of a Cousteau Television
Special on Viewer Knowledge and Attitudes. Journal of Environmental
Education. 16(3): 12-20.
This study examined the effectiveness of television as a medium for
communicating environmental information to the general public.
The knowledge and attitudinal changes among viewers were recorded
before, directly after, and then several weeks after viewing a
Cousteau documentary. Viewer knowledge increased significantly
and remained high for two weeks, but within two weeks returned
to pre-treatment levels.
Fortner, Roseanne W. and Thomas C. Teates. (1980). Baseline Studies for Marine
Education: Experiences Related to Marine Knowledge and Attitudes.
Journal of Environmental Education. 11(4): 11-19.
This study was designed to determine the level of marine awareness
and identify the types of marine related experiences among tenth-grade
students in Virginia. Inferences may be made from this information
on the variables that could relate to student perceptions of the
marine environment. Marine educators may find these inferences
helpful in planning instructional experiences for adolescents.
Hungerford, Harold R. and Trudi L. Volk. (1990). Changing Learner Behavior Through
Environmental Education. Journal of Environmental Education. 21(3):
8-21.
This study focuses on the effectiveness of environmental education
in promoting responsible citizenship behavior. Typically, when
students are taught something, their behavior can be modified.
However, this study concluded that this is not true for environmental
education. New models of education need to be examined. The authors
argue that instruction must go beyond "awareness" and
"knowledge" of environmental issues and a sense of "ownership"
and "empowerment" must be developed within the individual
to promote responsible behavior.
Finger, M. (1994). From knowledge to action? Exploring the Relationships
between environmental experiences, learning, and behavior. Journal
of Social Issues. 50(3): 141-160.
This article explores the complex relationships between environmental
experience, learning, and behavior. The author found that information
and knowledge acquisition appear to foster protest actions rather
than changes in environmental behavior. Furthermore, the main
factors predicting environmental behavior are personal experiences
in and with the environment.
Hooper-Greenhill, Eilean, ed. (1994). The Educational Role of the Museum. Routledge:London.
340 pages.
Through a collection of articles, a wide range of experts explore aspects
of both communication theory and learning theory as they relate
to museum education. It covers topics related to display for many
types of exhibits and provides important advice on evaluating
one's efforts. It also discusses how children and adults learn
and the use of varying styles in catering to your audience. This
is a valuable resource for anyone involved in museums, education,
or both.
Larson, M.A. and K.L. Massetti-Miller. (1984). Measuring change after a
public education campaign. Public Relations Review. 10: 23-32.
This article measures the pre- and post-campaign effectiveness of a
community recycling public education program. Significant shifts
in participation failed to occur, but the authors conclude that
the campaign did reinforce recycling behavior that otherwise may
have lessened or discontinued altogether.
Lemming, F.C. et al. (1993). Outcome research in environmental education:
A critical review. The Journal of Environmental Education. 24(4):
8-21.
This study reviewed the 34 environmental education studies published
since 1974 that attempted to demonstrate changes in environmental
knowledge, attitude, and behavior. By analyzing both in-class
and out-of-class programs, the researchers offer the most effective
approaches toward environmental education strategies and curricula.
Mackenzie-Mohr, Doug and William Smith. (1999). Fostering Sustainable Behavior:
An Introduction to Community-Based Social Marketing. New Society
Publishers, B.C., Canada and Academy for Educational Development,
Washington D.C. 160 pages.
This book details how to uncover the barriers that inhibit individuals
from engaging in sustainable behaviors. Included is a set of tools
that effectively foster this change toward sustainable behavior.
Specifically, community-based social marketing is highlighted
as a very effective tool in promoting sustainable behavior.
National Environmental Education and Training Foundation (November 1999).
Visual tools for Watershed Education: National Leadership Forum
Report. 31 pages. Full report available from http://www.neetf.org.
This report is a culmination of a forum that brought together 120 education,
communication, and conservation leaders to discuss how visual
tools can be used to increase the effectiveness of communicating
the concept of watersheds, which has been long underutilized as
a tool for approaching environmental issues. This report provides
a useful framework for more effectively communicating the concept
of watersheds through a focus on visual tools.
Orion Society, The. (1998). Stories in the Land: A Place-Based Environmental
Education Anthology. Nature Literacy Series Number 2. 127 pages.
A handbook for teachers and citizens who wish to cultivate place-based learning
in their communities. Environmental education that focuses on
the place where students live instills deep respect for the land
and promotes community awareness. Several different examples of
place-based curriculum are highlighted from both urban and rural
areas of the country.
Sobel, David. (Autumn 1995). Beyond Ecophobia: Reclaiming the Heart in
Nature Education. Orion. pp. 11-17.
Sobel argues that environmental education for grade school children
should consider the developmental stages of childhood. Environmental
education should start locally, and then progress to larger geographical
areas as children get older. "Let us allow them [children]
to love the earth before we ask them to save it."
US Department of Commerce, National Oceanic and Atmospheric Administration,
and the Office of Public and Constituent Affairs. (1999). Turning
to the Sea: America's Ocean Future. 64 paged color pamphlet. http://www.publicaffairs.noaa.gov/oceanreport/
A report to the President of the United States with recommendations for
comprehensive federal policy to explore, protect, and sustain
our oceans in the new millennium. The core principles addressed
were sustaining the economic benefits of the oceans, strengthening
global security, protecting marine resources, and discovering
the oceans. Twenty-five subject areas were examined within these
categories and it is recommended that a high-level task force
be established to oversee these issues.
Van Liere, K.D. and R.E. Dunlap. (1980). The social basis of environmental
concern: A review of hypotheses, explanations, and empirical evidence.
Public Opinion Quarterly 44(2): 181-197.
This paper evaluates the existing knowledge of the social bases of
public concern with environmental quality. Five basic hypotheses
that could influence environmental concern were reviewed: age,
social class, residence, political viewpoint, and sex. Twenty-one
studies were evaluated to determine the degree to which these
hypotheses relate to environmental concern.
Zimmermann, Laura K. (1996). Knowledge, Affect, and the Environment: 15 Years
of Research (1979-1993). Journal of Environmental Education. 27(3):
41-44.
From classroom-type research, associations between knowledge and affect
were examined regarding environmental education. Prominent sex
differences and ethnic variations surfaced as well. In addition,
television was examined in relation to environmental education.
More research is needed to explain these differences and to determine
how existing attitudes influence knowledge.
Zimmermann, Laura K. (1996). The Development of an Environmental Values Short
Form. Journal of Environmental Education. 28(1): 32-37.
A scale to assess environmental values in adults and eventually children
was created. The questionnaire focused on conservation, pollution,
and urban/natural environments. The adult survey was administered
to college undergraduates and the results suggested that this
form of research is valid for adolescents, and thus applicable
for parent/child investigations.
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