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From Perspectives to Practice: Explo...

Hawley, Caitlin Rose,

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From Perspectives to Practice: Exploring Frameworks, Pedagogies, and Communication in Conservation Education /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	From Perspectives to Practice: Exploring Frameworks, Pedagogies, and Communication in Conservation Education // Caitlin Rose Hawley.
作者:	Hawley, Caitlin Rose,
面頁冊數:	1 electronic resource (194 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-09, Section: B.
Contained By:	Dissertations Abstracts International86-09B.
標題:	Environmental education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31840931
ISBN:	9798304997355

From Perspectives to Practice: Exploring Frameworks, Pedagogies, and Communication in Conservation Education /
Hawley, Caitlin Rose,

From Perspectives to Practice: Exploring Frameworks, Pedagogies, and Communication in Conservation Education /Caitlin Rose Hawley. - 1 electronic resource (194 pages)

Source: Dissertations Abstracts International, Volume: 86-09, Section: B.

Conservation science has evolved from solely focusing on nature's intrinsic value to incorporating the human dimensions of conservation, emphasizing the diverse relationships, perspectives, and attitudes people hold toward natural systems. Despite growing awareness of environmental challenges, effective educational strategies that foster nature affiliation, environmental stewardship, and informed decision-making are still needed. This dissertation addresses this gap by investigating how specific pedagogical frameworks and communication strategies influence conservation attitudes and decision-making among youth. In Chapter Two, I conducted a systematic review of conservation perspectives and assessment strategies in the peer-reviewed literature. Using primate conservation education programs as a case study, I developed a qualitative typology showcasing the variation and frequency of conservation perspectives in the recent literature from 2000-2023. The findings highlighted two dominant conservation perspectives: the Socioecological Knowledge perspective-focused on teaching the biological, ecological, and social dynamics of primates-and the People and Nature perspective- which emphasizes harmonious human and primate coexistence and stewardship. Knowledge assessments were common, while behavioral assessments were infrequent, and alignment between educational objectives and assessment measures was often lacking. In Chapter Three, I examined the impacts of two human-oriented pedagogies: mindfulness practices-which encourage present-moment awareness and observation of nature-and culturally relevant pedagogy-which integrates students' cultural backgrounds into learning to create more equitable and meaningful educational experiences-on 6th-8th grade students in an outdoor program. Pre-post survey data and modeling indicated increased affiliation toward the natural world and self-reported science skills, but students' environmental awareness and self-efficacy for environmental actions were unchanged. In Chapter Four, I investigated the impact of explicit conservation framing on conservation attitudes and decision-making using an experimental design. Students in a conservation-framed treatment, in which they were instructed to carry out science projects to help wildlife, did not reliably and consistently display greater changes in most measured attitudes and decisions relative to those in the control treatment, suggesting that explicit conservation framing may be unnecessary to affect change on conservation attitudes and decision-making. Collectively, the results from this dissertation illustrate how the pedagogical and communication strategies employed in conservation education programs impact conservation attitudes and decision-making of youth.

English

ISBN: 9798304997355Subjects--Topical Terms:

528212
Environmental education.
Subjects--Index Terms:

Conservation science

From Perspectives to Practice: Exploring Frameworks, Pedagogies, and Communication in Conservation Education /
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