Stepath, Carl Myron

Coral reefs as sites for experiential environmental education: learning with Australian students - a foundational study.

Townsville City, QLD

2006

Townsville City, James Cook University, Ph. D., 2006

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Frontispiece

Statement of Access

Statement of Sources

Acknowledgements

Abstract

Table of Contents
List of Tables
List of Figures
List of Acronyms

SECTION ONE: THESIS FOUNDATIONAL INFORMATION

Chapter 1 How This Marine Education Study Came About
1.1 Introduction
1.2 Motivation for Study
1.3 The Study is Timely
1.4 Knowledge (awareness), Attitude, Action
1.5 Call for Marine Experiential Education
1.6 The Study and Approaches
1.7 Contribution of Research in Practice
1.8 Synopsis

Chapter 2 Literature Review: Historical Perspective on Marine Education
2.1 Introduction
2.2 Environmental Education:
2.2.1 Environmental Education Definition
2.2.2 Creation of the Awareness-Attitude-Action Objectives
2.2.3 The Lucas Model
2.2.4 Developments in Environmental Education
2.2.5 Behaviouralism Challenged
2.3 Experiential Education
2.3.1 Changing Educational Frameworks
2.3.2 Levels of Environmental Knowledge in High Schools
2.4 Marine Education
2.4.1 Interdisciplinary Issues in Queensland Marine Education
2.4.2 Background Information for Marine Education in Queensland
2.5 The Knowledge (Awareness)-Attitude-Action Relationship
2.5.1 Australian Research
2.5.2 International Research
2.5.3 Attitudinal Studies in Marine Education
2.6 Chapter Summary

Chapter 3 Theoretical Framework: Methodological, epistemological and ontological approaches
3.1 Introduction
3.2 Research Problem and Related Theories
3.2.1 Research Problem
3.2.2 Knowledge-Attitude-Action Relationship Model (K-A-A)
3.2.3 The Model of Responsible Environmental Behaviour (REB)
3.2.4 The New Environmental Paradigm Model (NEP)
3.2.5 The Theory of Planned Behaviour (TpB)
3.2.5.1 the subjective norm.
3.2.5.2 perceived behavioural control.
3.2.5.3 environmental attitude.
3.2.5.4 ecological intention to act.
3.2.5.5 compatibility.
3.3 Model of Ecological Intention to Act (MEIA)
3.4 Multi-Method Project Design
3.5 Qualitative Theoretical Framework
3.5.1 Summary-aided Approach to Analysis
3.5.2 Qualitative Data Analysis
3.6 Chapter SummaryChapter 4 Procedures and Field Trips: The Students, Schools and Educational

Chapter 4 Procedures and Field Trips: The Students, Schools and Educational Interventions
4.1 Introduction
4.2 Preparations
4.2.1 Ethics and Safety Considerations
4.2.2 Pilot Study
4.2.3 Participating Queensland High Schools
4.3 Student Study Population Characteristics
4.4 Learning Interventions
4.4.1 Introduction
4.4.2 Classroom Presentation
4.4.3 Reef Experience
4.4.4 The Conduct of One-day Reef Trips
4.5 Southern Cross Catholic College Week-long Excursion to Northwest Island
4.6 Chapter Summary

Chapter 5 The Research Approach
5.1 Introduction
5.2 The Study Population
5.3 Pilot Study
5.4 Quantitative Methodology
5.4.1 Experimental Design
5.4.2 Design of Survey Questionnaire
5.4.3 Research Orientation
5.4.4 Schedule of School Research
5.4.5 Educational Effects and Hypotheses
5.5 Quantitative Data Analysis
5.6 Qualitative Research Methodology and Analysis
5.6.1.Qualitative Approach
5.6.2 Interviews5.7 Limitations
5.7.1 Limitations of the Research Methodology
5.7.2 Limitations of the Research Data Collection
5.7.3 Limitations of the Research Analysis
5.8 Chapter Summary

SECTION TWO: QUANTITATIVE AND QUALITATIVE RESULTS – ANALYSIS OF EDUCATIONAL OUTCOMES

Chapter 6 Quantitative Results - Unpacking Knowledge-Attitude-Action Relationship
6.1 Introduction
6.2 Data for Analysis and Interpretation
6.2.1 Independent and Dependent Variables
6.2.2 Study Population Description
6.2.3 Interventions and the Survey Instrument
6.2.4 Exploratory Statistical Analysis
6.2.4.1 environmental knowledge.
6.2.4.2 environmental attitudes.
6.2.4.3 ecological intention to act.
6.2.4.4 demographic relationships.
- previous reef experience
- swimming
- snorkelling
- camping
- watching nature channels on tv
6.2.5 Gender
6.2.5.1 environmental knowledge.
6.2.5.2 environmental attitudes.
6.2.5.3 ecological intention to act.
6.2.5.4 gender and previous reef experience.
6.2.5.5 gender and previous snorkelling experience.
6.2.5.6 gender and previous camping experience.
6.2.5.7 gender and previous experience watching nature channels on TV.
6.3 Discussion Quantitative Results
6.4 Chapter Summary

Chapter 7 Qualitative Findings: Student Accounts
7.1 Introduction
7.2 Data Collection
7.3 Interviews
7.4 Student Accounts in Relation to Research Questions
7.5 Marine Studies Curriculum and Student Accounts
7.6 Chapter Summary

SECTION THREE: DISCUSSION AND CONCLUSIONS

Chapter 8 Discussion and Conclusion
8.1 Introduction
8.2 Review of Significant Findings in Light of Existing Research
8.3 The Model of Ecological Intention to Act (MEIA)
8.4 Limitations of the Research
8.5 Contribution of Qualitative Research
8.6 Implications for Educational Practice
8.7 Possibilities for Further Research
8.8 Contributions to Marine Education
8.9 Conclusion

References

Appendices

↑ https://files.eric.ed.gov/fulltext/ED491658.pdf

30.10.2018