Browsing by Subject "Master of Environmental Education"

Now showing 1 - 20 of 46

Assessing Residents' Knowledge, Attitudes, and Values Towards the Duluth Urban Deer Herd
(2015-05) Timmerman, Ryan
The purpose of this exploratory quantitative mail survey was to discover Duluth residents’ knowledge, attitudes, and values towards the urban deer herd. An area based purposive sample was drawn and the households selected were mailed a four-part questionnaire. The sample was comprised of households in 5 of Duluth’s 34 Deer Hunt Areas (DHAs) which had been created by the Arrowhead Bowhunters Alliance (ABA). With a 32% return rate (150 surveys returned of 469 viable sent), surveys found: scores of; 64% correct on factual deer knowledge; personal experiences, family, and friends were the most common sources of knowledge; personal perceived knowledge was higher than the perceived knowledge of others; overall attitudes and values were positive towards deer; and communication benefits were the most important attitude and values topic. From these results, it was found that factual knowledge was low, self-initiated sources of knowledge were most common, residents’ perceived knowledge was higher than factual knowledge, and naturalistic attitudes were the highest while deer tolerance and educational values were the lowest. From these results, the following recommendations were made: schools could create more lessons revolving around deer in all subject matters to increase knowledge; nature centers and ELC’s could create more programs concentrating on deer to increase positive attitudes and values towards them; government agencies could use their position for outreach campaigns revolving around deer to reach a large amount of people; and the City of Duluth and the ABA could use the results of this survey to help create a management plan for the urban deer herd.
The Bdote Project: Merging Confluences of Ecological Knowledge to Connect Rivers, Cultures and Science
(2021-04) McEnroe, Therese K
This curriculum, titled "The Bdote Project," will use the metaphor of a confluence to merge multiple veins of environmental knowledge by using rivers as a connection to each other and the Earth, while facilitating the formation of meaningful relationships to the environment to occur. By using river confluences as a literal vessel, and figurative metaphor of connection, the purpose of this curriculum utilizes rivers and integrating Indigenous traditional knowledge targeted toward young adults ranging in age from 17-25-year-olds in both informal and formal education settings. This field project titled, “The Bdote Project: Merging confluences of ecological knowledge to connect rivers, cultures and science,” aims to bridge the gap between modern, Western science and Indigenous rooted, traditional ecological knowledge (TEK) while cultivating meaningful relationships to the environment, while having a more holistic understanding of others’ cultural beliefs. By integrating both kinds of knowledge, while exposing different audiences to multiple ways of knowing based on environmental issues, specifically relating to river systems, this project will be an additional usable program in the field of Environmental Education (EE).
Benefits of Group-based Wilderness Trips for Youth with Autism Spectrum Disorder
(2018-12-14) Lindberg, Matthew
Children with Autism Spectrum Disorder (ASD) have difficulty with communication, social interaction and repetitive behaviors or thoughts (Heflin & Alaimo, 2007). These deficiencies can lead to feelings of stress, anxiety, isolation and depression which in turn can lead to a lower quality of life (QoL). Since the late 1990’s cases of ASD have skyrocketed. It is now estimated that 1 in 68 children have been identified as having ASD (Christensen et al., 2016). There is little agreement on the cause of autism. Most of the research on how to ameliorate these symptoms, is directed to better understand how the individual can achieve a higher QoL. As one approach to QoL, nature-based recreation has been shown to ease similar symptoms in other audiences (Duvall & Kaplan, 2014). While traditional behavioral intervention strategies are well represented in literature, there are pragmatic theories that are gaining traction (Prelock & McCauley, 2012). Yet, there is currently little research on the effects of nature-based group recreation for children with ASD. The purpose of this study was to determine the effects of nature-based group recreation on youth with ASD. Participating in a wilderness experience is an area that has shown to increase QoL in similar audiences (Duvall & Kaplan, 2014). The Pediatric Quality of Life Inventory (PedsQL) Teen Report was used to measure the effects of this nature-based group recreation approach as well as conducting informal interviews and observations. This was a pilot study to determine if further research was needed. Results were mixed. Quantitative data showed no statistically significant change in pre/post assessment. Qualitative data indicated potential QoL benefits to participation. Groupbased wilderness trips for youth with ASD is a potential avenue to explore for increases in QoL.
Best Practices in Environmental Education Fields Trips: The Importance of Curricular Integration, Preparation, and Follow-up
(2015-05) Floberg, Kathleen
There is a large body of research extending across multiple disciplines that indicate how to implement a field trip so it reaches optimal educational potential. Past research shows that more comprehensive preparation and follow-up leads to a better learning experience. This study describes the preparation and follow-up Minnesota teachers conduct with their students before and after an extended field trip to a residential environmental learning center (RELC), how these teachers connect such trips to formal curriculum, and the kind of support and resources RELCs provide teachers to facilitate preparation and follow-up for field trips to their facilities was determined. Results show that there are inconsistencies between the RELCs in terms of the resources they provide to teachers before and after field trips. Teachers welcome preparation and follow-up materials but face similar barriers to integrating field trips into their formal curriculum as those that have been stated in research for over 30 years. In addition, the types of preparation and follow up teachers conduct with their students fall on a wide spectrum, similar to past research findings. This was an initial step towards a greater understanding of how extended field trips to RELCs in Minnesota can be integrated into the formal classroom and what research efforts are needed to support these understandings.
Connecting Local Story and Landscape through Community-Based Interpretation in Quetico Provincial Park
(2014-12) Legault, Jill
Quetico Provincial Park's past and present became tangible and accessible through interpreting stories of the local Atikokan community. This community-based interpretation project was grounded in a phenomenological approach to capture the essence of living adjacent to Quetico. The results of this research will provide content in the development of Quetico Provincial Park's remote entry station kiosks.
Creating Connection to Nature: A Curriculum Project Combining Interpretation with Adventure Education
(2019-10-14) Bartels, Trisha
The purpose of this project was to create a curriculum that connects participants to nature by incorporating elements of both adventure education (i.e. mountain biking, kayaking, hiking, etc.) into an interpretive program, as well as creating nature connectedness (attentional deployment, sounds, identification, etc.) within participants. As needed, it can be adjusted for experience level of participants and knowledge of local ecology dependent on the provider. The goal of adding these two subjects of outdoor education together, was to enhance nature connectedness, comfortability, skills, knowledge, and behavior within participants. The theoretical basis for this program was based upon a nature connectedness, interpretation, and adventure education. These theories are: Nature Connectedness (Schultz, 2002); Constructivist Learning (Dewey, 1938; Piaget, 1972; Vygotsky, 1980); 15 Principles for Interpretation (Beck & Cable, 2011 p.17); Optimal Arousal Learning (Berlyne, 1968 & Eysenck, 1982); Risk (Ewert, Sibthorp, 2014); Cognitive Behavioral Change/Self Efficacy (Bandura, 1977); Pedagogy Learning (Rozenkranz,1989), and Experiential Learning Cycle (Kolb, 1984). The curriculum consists of four units, with two lessons in each unit. These lessons were intended to be used to deepen participants understanding of the natural world and enhance nature connectedness through the interpretation and adventure education subjects. While this curriculum was reviewed by a panel of experts and has one lesson that was pilot tested, it was outside the scope of this project to provide a summative evaluation of all of the lessons and units.
A Curriculum Project for Estuary Education: Strengthening Connections to Place
(2023-04-29) Jones, Emily K
The purpose of this project was to develop curriculum that fills gaps in high school education materials through the creation of experiential science education lessons that teach estuarine ecology intended to foster a sense of place and nature connectedness with students. The objective for this curriculum was to develop two units that can be utilized in various wetlands and estuary ecosystems as well as be adjusted for the experience level of participants in addition to the educator’s level of knowledge on the local environment. These units incorporate experiential and project-based learning methods that center learning in the participants local wetland or estuary environment. The goal of incorporating these two concepts was to deepen participants understanding of wetland ecology, strengthen their connections to place, and develop their sense of identity as it relates to the environment.
Deflating Myths about Gray Wolves (Canis lupus) in the Midwest, USA: A Unifying Curriculum Project
(2022-06-02) O'Gara, Jordyn R
Within the Midwestern region of the US there are four primary problematic myths about the wolf: (1) wolves are dangerous to people, (2) wolves will devastate the local deer herd, (3) wolves are a major threat to the livestock industry, and (4) dogs are not safe in areas occupied by wolves (Timber Wolf Alliance, n.d,). The curriculum for this master’s project is designed to deflate these myths using sound science and environmental theories and models. It is formatted based on guidelines recommended within the Understanding by Design Framework (UbD) (McTighe & Wiggins, 2012; Sgro & Freeman, 2008). The curriculum is divided into four modules, with two lessons in each module, based on the four myths - overall, there is about eight hours of education material available. Each lesson lays out goals for participants, background material for the educator, an example lesson plan, and a section about social behavioral change. This last section utilizes theories and models such as the theory of planned behavior (Ajzen 2000) and the environmental identity development model (Green, 2018). For the purpose of this project the curriculum was reviewed by a panel of experts but not fully evaluated.
Developing the Next Generation of Conservation Leaders: Promoting Environmentally Responsible Behavior through the Student Climate and Conservation Congress
(2014-05) Blood, Nathaniel
This project examined the Student Climate and Conservation Congress (SC3), a joint educational effort between the United States Fish and Wildlife Service and the Green Schools Alliance. It examined the effect of SC3 on variables identified in the literature as influencing environmentally responsible behavior. These variables included perceived environmental knowledge, perceived knowledge of citizen participation and action strategies, perceived action skills, environmental attitudes, locus of control, personal responsibility, and intention to act. Furthermore, it explored whether or not these variables could be used to predict environmental action and continued commitment to conservation action. Perceived environmental knowledge, perceived knowledge of citizen participation and action strategies, perceived action skills, environmental attitudes, locus of control, and personal responsibility increased after participation in the program. Locus of control was found to significantly predict intention to act. None of the variables could be used to predict environmental action or continued commitment to conservation action. However pretest levels of environmental attitudes were significantly related to environmental action, and pretest levels of environmental attitudes and pretest levels of personal responsibility were significantly related to continued commitment to conservation action. In this study, intention for action was not related to action, nor was action related to continued commitment toward environmental action. Program implications and suggestions for future research were generated out of this study's findings.
Duluth Area Teachers’ Perceptions of Nonformal Environmental Education Programs
(2018-05) Wilmoth, Emily
This study examined Duluth area (Minnesota, USA) elementary school teachers’ perceptions regarding the school-based environmental education (EE) programs provided by the non-profit organization Hawk Ridge Bird Observatory (HRBO). A total of 76 Duluth area teachers participated in the study by completing a questionnaire. The influence of motivations and barriers on teachers’ decisions to select or not select HRBO were described. Additionally, teachers’ needs and desired changes regarding HRBO offerings were identified. Teachers’ perceptions and use of other local, nonformal EE providers were also addressed in this study. Factors guiding decisions regarding EE programming in general were described. Results were used to make recommendations that can guide future programming efforts at HRBO including increasing advertising, displaying program connection to academic standards, and providing more opportunities for in-classroom programming. Results also offer insight that may be useful to other nonformal EE providers such as the barriers teachers are experiencing across organizations and the overall value placed on EE by teachers in the community.
Educating Adults through Today's Youth: The Status of and Potential for Environmental Education Organizations in MN to offer Opportunities for Children to act as Catalysts of Adult Education
(2014-05) Kristenson, Kati Anders
Environmental education has been around for many years, yet environmental problems still exist. While many environmental education organizations focus their programming on children, it is often not within children’s capabilities to implement the necessary behaviors that will minimize human impact on the environment or alleviate current environmental issues. It is the children’s parents and other community adults that possess such capabilities. Instead of creating more environmental education programs for adults, it has been recommended that organizations use their current programs to not only teach children, but also teach children's parents and adults in the community. This study therefore describes the current extent and potential for environmental education organizations in MN that focus on child environmental education to also provide adult environmental education through the programming offered to children. The results suggest more work could be done in the environmental education field to educate organizations about the potential for children to act as catalysts of adult education as this study found most organizations believe learning is reciprocal between children and adults, but do not often plan for children to share their learning with adults.
The Effect of a Canoe-Based Wilderness Immersion Experience on Young Adolescents' Connectedness to Nature
(2016-04-20) Feldbrugge, Ryan M
Wilderness areas can be very impactful places for young adolescents and experience in them has documented positive effects on their development. They may also be a means for increasing young adolescents' connectedness to nature. Participants in this study were young adolescents who took part in a canoe-based wilderness immersion experience. Prior to the experience, their level of connectedness was measured using the Connectedness to Nature Scale-Revised as well as two open-ended questions (Frantz, Mayer, & Sallee, 2015). Following their experience, their level of connectedness was measured again using the same instrument as well as focus group interviews at 2 of the 3 camps surveyed. The results of the study indicate that a canoe-based wilderness immersion experience has a positive effect on young adolescents' connectedness to nature. The results can be used to support existing and develop new wilderness programming for young adolescents. While the results are significant on their own, they also raise additional questions and directions for further research.
Effect of Song on Fifth Grade Students' Environmental Education Knowledge and Retention
(2013-05) Nganji, Edwin N
This study reports the effect of song on fifth grade students’ environmental education knowledge and retention. Participants in this study were twenty-nine fifth grade students at a school in north Minnesota. Participants were randomly assigned to two groups, fifteen students in the control group and fourteen students in the experimental group. Both groups were taught a one-hour lesson on endangered primates of Cameroon, after which students took a posttest, one month after, twelve students in the control group and thirteen students in the experimental group took a delayed posttest. During the lesson, students in the experimental group were taught a song that contained the objectives of the lesson. In the closed-ended questions of the quiz, posttest results, measuring knowledge, revealed a significant difference between the control and experimental group, with the treatment group scoring higher. There was no significant difference between both groups during the delayed posttest results, measuring knowledge retention. In the open-ended questions of the quiz for both the posttest and delayed posttest, when asked what participants learned or recalled from the lesson, both groups listed causes, consequences and solutions to the problems of endangered primates; names of endangered primates and lesson activities (song and game). Participants of the control group listed more causes, consequences and solutions the government of Cameroon and other conservation organizations are applying to the problem of endangered primates of Cameroon. Participants in the experimental group listed more names of endangered primates as what they learned or recalled from the lesson. In the delayed posttest, participants in the experimental group listed more lesson activities as what they learned or recalled from the lesson.
Effects of Nature-Based Learning on Elementary Students’ Sustained Attention: An Exploratory Study
(2024-05) Schumacher, Moss
Nature-based learning (NBL) is a growing approach to education, and is backed by decades of research showing that when people spend time outside, they experience benefits to their physical and mental health, relationships, academic performance, and beyond. As this style of education gains traction, it is important to explore the impact it has on students. The present study looked at the impact of NBL on the sustained attention of 16 fifth grade students by evaluating their sustained attention ability directly before and after a NBL lesson and an indoor control lesson. Results showed that after students experienced a NBL lesson, they responded significantly faster on a sustained attention measure, as compared to the pre-lesson results and the indoor control lesson results. Implications of this research and further research recommendations are provided.
Environmental Science Education Curriculum for Outdoor Learning in Cameroon’s English-Speaking Primary Schools. A Pilot Project for Mission Schools in Limbe 1 Sub Division-Cameroon
(2019-05) Nsangong, Kfukfu
Outdoor learning is an effective method of instruction that exposes learners to authentic hands-on experiences that are meaningful to them and contribute to their academic success. This also motivates them to be environmental stewards that contribute to sustainable development in the nation. With the increase in environmental issues facing the country due to natural factors and human impact, there is need for education of citizens to positively influence their decision towards choices and actions that will curb these problems in the nation. Beginning at a foundational level of education is important to gradually impart the knowledge, skills, attitudes and participation of pupils as they progress through the academic ladder and interact in the community in which they live. This project focused of developing Environmental Science Education curriculum for Cameroon’s English-Speaking Elementary schools. Developing lessons for teachers was necessary to solve problems related to lack of time and resources necessary to teach lessons in the outdoor setting. The lessons are also tools for encouraging best practices in environmental education at school and in the community as they focus on common environmental issues in the community. A pilot test is the first step in the implementation of this rich curriculum, followed by modifications and large-scale implementation at the national level. This curriculum project is beneficial to both systems of education in Cameroon as its focus is on outdoor learning in EE which could be applied to other subjects. Finally, the integration of the different EE topics into other subjects and topics is important to broaden knowledge in concepts and apply in different real-life situations.
An Evaluation of the Wolf Ridge Student Teacher Program: Past Participants' Perspectives
(2016-04) Factor, Mary Elizabeth
The Wolf Ridge Student Teacher Program (WRSTP) has been in existence since 2004, yet no evaluation has been conducted regarding the potential impacts on participants who have completed the program. Through interviewing eight past participants with experience teaching within the formal classroom, this evaluative study investigated the influence of the WRSTP on instructional methods utilized and the inclusion of several aspects of environmental education into their formal environments. The common and relevant themes that emerged included: participants utilizing aspects of environmental education in terms of experiential and social learning; school culture significantly influencing how teachers utilized program components; and a shifting outlook on formal and non-formal education after program completion. Overall, the WRSTP has been effective in terms of offering guidance in instructional methods used to teach aspects of environmental education in the formal setting. Recommendations for the WRSTP were provided, and areas for future research were noted.
Examining the effect of the Hunter's Choice: Alternative Ammunition project on Minnesota deer hunters' knowledge, attitudes, behavioral intentions, and behaviors regarding lead ammunition
(2016-05) Henry, Kate
This study examined the effect of the Hunter’s Choice: Alternative Ammunition openhouse style demonstration clinics and presentations at mentored hunt orientations on participants’ knowledge regarding lead ammunition, its effects on wildlife and human health, and knowledge of non-lead alternatives. In addition, this study investigated participants’ attitudes, behavioral intentions, and behaviors regarding the use of lead ammunition, including whether hunters were willing to switch to non-lead ammunition and factors that influenced a change in ammunition types. Due to the low participation at the demonstration clinics, conclusions could not be drawn. Data from the presentations at the mentored hunt orientations revealed that knowledge of lead and non-lead ammunition was high overall. There was a statistically significant difference between the pre and post attitudes, with attitudes after the presentations being more supportive of non-lead ammunition. In addition, there was a statistically significant difference in the proportion of those indicating an intention to use non-lead ammunition pre and post the presentation. Wildlife health, human health, and ballistics were the most influential factors for future decisions related to non-lead ammunition choices. Females were significantly more likely to use lead ammunition at the mentored hunt, while increased prior hunting experience significantly increased the likelihood for participants of either gender to indicate their intention to use lead ammunition for future hunts. The overall effectiveness of the presentations on participants’ knowledge and attitudes did not vary by demographics in this study. These results will assist the Hunter’s Choice project in continuing to develop and implement programming, as well as provide insight for similar voluntary change programs.
Exploration of Increased Visitor Use Motivations and Impacts on the Visitor Experience as well as on the Natural Resource
(2024-08-01) Bhat, Fouzia B
This exploratory study investigated the surge in nationwide usage of protected natural areas in the USA, that aimed to understand the driving forces behind the increasing visitor numbers. The research addressed whether the rise in visitor use was influenced by advertising, COVID-19 lockdowns, or other factors, with a focus on natural areas along the North Shore of Lake Superior in Minnesota. By exploring visitor motivations and their perceived impacts (through online and in-person survey), gauging perspectives of nature area park managers (through online survey) to assess their perspectives on the impacts of increased visitor use and assessing impacts on charter fishing businesses to understand changes in visitor patterns and associated effects on recreational businesses (through online survey), the study provided a comprehensive understanding of the dynamics at play. With a 92.9 % response rate from 158 participants overall, the research highlighted the nuanced dynamics of outdoor recreation, emphasizing the need for adaptive management strategies to balance visitor experiences with environmental preservation. The results showed diverse visitor motivations and importance of balancing visitor preferences with environmental preservation in campground management. Park Managers faced complex challenges managing recreational lands during COVID-19, necessitating strategic planning and adaptive management. The Lake Superior charter fishing industry demonstrated resiliency and adaptability necessitating ongoing efforts to address challenges and leverage opportunities.
Fostering Attitudes of Empathy towards Animals in Youth Ages 4-7 through Play Experiences in a Zoo Setting
(2011) Faris, Heidi M
Zoos are place-based education facilities that have the ability to utilize their natural play spaces to enhance the social and cognitive development of children using live animals. Playing outdoors in nature has shown to increase physical, attentive, cognitive and social development during early childhood. By using place-based learning, zoos can guide children to use different play behaviors to foster attitudes of care and empathy increasing their appreciation to nature. During the week of July 18th-21st, 2011, observations of children playing at the San Antonio Zoo in the Kronkosky's Tiny Tot Nature Spot, to determine if children who play in a zoo setting show empathy for animals and an appreciation for nature. 97 children, both boys and girls between the estimated ages of 4-7 were recorded. Five popular play spaces within the children's area were chosen as observation sites. A coding form and accompanying notebook were used to record observations. Data was collected and coded using different aspects, such as play behaviors per area, boys vs. girls, time spent in an area, actions and language spoken. Children who played in the various play areas showed different levels of empathy towards animals based on the expressions and actions recorded. Further research is needed to include predetermined factors, expanding to more than one zoo, and conduct a longitudinal study to understand long term effects of the role of zoo and nature play areas.
Garden-based learning in northern Minnesota and Wisconsin nature preschools: An exploratory inquiry
(2022-05) Diem, Haley B
The purpose of this inquiry was to explore how garden-based learning is integrated into programming at three different nature preschools in northeastern Minnesota and northern Wisconsin. Within this central aim, it sought to explore perspectives of the educators about how their respective programs implement the garden experiences, what their curriculum entails, how their program mission and philosophy align with the provision of garden-based learning, and how their respective settings/physical qualities of their space contribute to the provision of gardening experiences. This inquiry illuminates how gardening experiences are integrated into nature preschool programming in a specified geographic region, providing guidance that can inform future program development as well as insights into the potential for garden-based early learning as a developmentally appropriate form of Education for Sustainability for young children.

University Digital Conservancy

Browse by Subject

Browsing by Subject "Master of Environmental Education"