Contents:List of Figures
List of Boxes
Introduction
1. Designing successful conservation education and outreach
1.1 The need for conservation education and outreach
1.2 Designing education and outreach programs
1.3 Planning
1.3.1 Review the mission
1.3.2 Identify goals and objectives
1.3.3 Identify target audiences
1.3.4 Include audience members and potential partners
1.3.5 Inventory resources and constraints
1.3.6 Select activities and messages
1.4 Implementation
1.4.1 Pilot test activities
1.4.2 Program operations
1.5 Evaluation
1.5.1 Designing an evaluation
1.5.2 Evaluation objectives
1.5.3 Data Collection for an evaluation
1.6 Summary
2. Learning and teaching with adults and youth
2.1 Pedagogy for youth and adults
2.1.1 Youth-based environmental education
2.1.2 Environmental adult education
2.2 Brain-based learning
2.3 Experiential learning
2.3.1 Experiential learning cycle
2.4 Learning styles
2.5 Multiple intelligences
2.6 Inquiry learning
2.7 Constructivism
2.8 Cooperative learning
2.9 Creative, critical, and systems thinking
2.9.1 Bloom's taxonomy
2.9.2 Creative thinking
2.9.3 Critical thinking
2.9.4 Systems thinking
2.10 Summary
3. Changing conservation behaviors
3.1 What do we mean by behavior?
3.2 Building environmentally responsible behavior
3.3 Environmental citizenship behavior model
3.4 Value-belief-norm model
3.5 Reasonable person model
3.6 Systems approaches
3.7 Significant life experiences
3.8 Building environmental literacy
3.9 Changing specific behaviors
3.10 Theory of planned behavior
3.11 Motivation theories
3.12 Elaboration likelihood model of persuasion
3.13 Stages of change
3.14 Diffusion of innovation
3.14.1 Social learning theory
3.15 Summary
4. Conservation education in the schools
4.1 Communicating with schools
4.1.1 Planning
4.1.2 Implementation
4.1.3 Evaluation
4.2 Acting as a resource for the schools
4.2.1 Planning
4.2.2 Implementation
4.2.3 Evaluation
4.3 Connecting to academic standards
4.3.1 Planning
4.3.2 Implementation
4.3.3 Evaluation
4.4 Integrating conservation education into legislation and educational policy
4.4.1 Planning
4.4.2 Implementation
4.4.3 Evaluation
4.5 A sample of approaches to conservation education in the schools
4.6 Environment-based education
4.6.1 Planning
4.6.2 Implementation
4.6.3 Evaluation
4.7 Education for sustainability
4.7.1 Planning
4.7.2 Implementation
4.7.3 Evaluation
4.8 Action projects
4.8.1 Planning
4.8.2 Implementation
4.8.3 Evaluation
4.9 Summary
5. Making conservation come alive
5.1 Hands-on activities
5.1.1 Planning
5.1.2 Implementation
5.1.3 Evaluation
5.2 Storytelling
5.2.1 Planning
5.2.2 Implementation
5.2.3 Evaluation
5.3 Games
5.3.1 Planning
5.3.2 Implementation
5.3 3 Evaluation
5.4 Case Studies
5.4.1 Planning
5.4.2 Implementation
5.4.3 Evaluation
5.5 Role-playing
5.5.1 Planning
5.5.2 Implementation
5.5.3 Evaluation
5.6 Contents
5.6.1 Planning
5.6.2 Implementation
5.6.3 Evaluation
5.7 Field trips
5.7.1 Planning
5.7.2 Implementation
5.7.3 Evaluation
5.8 Wilderness awareness and skills
5.8.1 Planning
5.8.2 Implementation
5.8.3 Evaluation
5.9 Summary
6. Using the arts for conservations
6.1 Emotion, art, and learning
6.2 Visual arts for the protection of natural areas
6.2.1 Planning
6.2.2 Implementation
6.2.3 Evaluation
6.3 Art exhibits
6.3.1 Planning
6.3.2 Implementation
6.3.3 Evaluation
6.4 Hands-on arts programs
6.4.1 Planning
6.4.2 Implementation
6.4.3 Evaluation
6.5 Environmental literature
6.6 Keeping an environmental journal
6.6.1 Planning
6.6.2 Implementation
6.6.3 Evaluation
6.7 Environmental theater
6.7.1 Planning
6.7.2 Implementation
6.7.3 Evaluation
6.8 Music and the environment
6.8.1 Singing a conservation message
6.8.2 Planning
6.8.3 Implementation
6.8.4 Evaluation
6.9 Summary
7. Connecting classes and communities with conservation
7.1 Service-learning
7.1.1 Planning
7.1.2 Implementation
7.1.3 Evaluation
7.2 Issue investigation
7.2.1 Planning
7.2.2 Implementation
7.2.3 Evaluation
7.3 Project-based learning
7.3.1 Planning
7.3.2 Implementation
7.3.3 Evaluation
7.4 Community-based research
7.4.1 Planning
7.4.2 Implementation
7.4.3 Evaluation
7.5 Citizen science
7.5.1 Planning
7.5.2 Implementation
7.5.3 Evaluation
7.6 Mapping
7.6.1 Planning
7.6.2 Implementation
7.6.3 Evaluation
7.7 Summary
8. Networking for conservation
8.1 Environmental clubs and groups
8.1.1 Planning
8.1.2 Implementation
8.1.3 Evaluation
8.2 Workshops and seminars
8.2.1 Planning
8.2.2 Implementation
8.2.3 Evaluation
8.3 Public presentations
8.3.1 Planning
8.3.2 Implementation
8.3.3 Evaluation
8.4 Information booths
8.4.1 Planning
8.4.2 Implementation
8.4.3 Evaluation
8.5 Professional posters
8.5.1 Planning
8.5.2 Implementation
8.5.3 Evaluation
8.6 Conferences
8.6.1 Planning
8.6.2 Implementation
8.6.3 Evaluation
8.7 Special events
8.7.1 Planning
8.7.2 Implementation
8.7.3 Evaluation
8.8 Partnerships
8.8.1 Planning
8.8.2 Implementation
8.8.3 Evaluation
8.9 Conflict resolution
8.9.1 Planning
8.9.2 Implementation
8.9.3 Evaluation
8.10 Summary
9. Marketing conservation
9.1 Beginning a process for social marketing
9.1.1 Assessing Audience
9.1.2 Understanding barriers and opportunities
9.1.3 Creating and selecting messages
9.1.4 Program implementation
9.1.5 Program evaluation
9.2 Social marketing tools
9.3 Signs, billboards, and posters
9.3.1 Planning
9.3.2 Implementation
9.3.3 Evaluation
9.4 Prompts
9.4.1 Planning
9.4.2 Implementation
9.4.3 Evaluation
9.5 Feedback
9.5.1 Planning
9.5.2 Implementation
9.5.3 Evaluation
9.6 Models
9.6.1 Planning
9.6.2 Implementation
9.6.3 Evaluation
9.7 Commitment
9.7.1 Planning
9.7.2 Implementation
9.7.3 Evaluation
9.8 Incentives and disincentives
9.8.1 Planning
9.8.2 Implementation
9.8.3 Evaluation
9.9 Press Interviews
9.9.1 Planning
9.9.2 Implementation
9.9.3 Evaluation
9.10 Paid and public advertisements
9.10.1 Planning
9.10.2 Implementation
9.10.3 Evaluation
9.11 Summary
10. Getting out your message with the written word
10.1 Opinion articles
10.1.1 Planning
10.1.2 Implementation
10.1.3 Evaluation
10.2 Letters to the editor
10.2.1 Planning
10.2.2 Implementation
10.2.3 Evaluation
10.3 News releases
10.3.1 News release structure and content
10.3.2 Planning
10.3.3 Implementation
10.3.4 Evaluation
10.4 Brochures
10.4.1 Planning
10.4.2 Implementation
10.4.3 Evaluation
10.5 Fact sheets and flyers
10.5.1 Planning
10.5.2 Implementation
10.5.3 Evaluation
10.6 Guidebooks
10.6.1 Planning
10.6.2 Implementation
10.6.3 Evaluation
10.7 Summary
11. Taking advantage of educational technology
11.1 Video
11.1.1 Plannings
11.1.2 Implementation
11.1.3 Evaluation
11.2 The world wide web
11.2.1 Planning
11.2.2 Implementation
11.2.3 Evaluation
11.3 Distance education
11.3.1 Correspondence study
11.3.2 Web-based instruction
11.3.3 Satellite television
11.3.4 Video Tele-conference
11.3.5 Planning
11.3.6 Implementation
11.3.7 Evaluation
11.4 Computer simulation and modeling
11.4.1 Planning
11.4.2 Implementation
11.4.3 Evaluation
11.5 A suite of environmental technologies
11.5.1 Geocaching
11.5.2 Environmental monitoring
11.5.3 Real-time data
11.6 Summary
12. Designing on-Site activities
12.1 Laying the foundation: initial steps to designing on-site programs
12.2 Guided walk
12.2.1 Planning
12.2.2 Implementation
12.2.3 Evaluation
12.3 Exhibits
12.3.1 Planning
12.3.2 Implementation
12.3.3 Evaluation
12.4 Demonstration
12.4.1 Planning
12.4.2 Implementation
12.4.3 Evaluation
12.5 Nature awareness and study
12.5.1 Planning
12.5.2 Implementation
12.5.3 Evaluation
12.6 Facility design
12.6.1 Planning
12.6.2 Implementation
12.6.3 Evaluation
12.7 Summary
Further reading
References
Index
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