Dissertations / Theses on the topic 'Nature Environmental education'

When children can understand their surrounding environments (whether it be the natural environment or their built environment) it is said that they can connect more deeply and have a heightened awareness of their surroundings (Kelly, 2013). This connection and heightened awareness can open their eyes to prevalent environmental issues, increasing their sense of social responsibility. The research on this type of learning generally occurs in formal institutions (i.e., a school), non-formal centers (i.e., at an outdoor education center), or informal meeting places (i.e., at a park with a parent). I conducted a primarily qualitative study?utilizing arts-based research (ABR) methods and environmental art education theory?to better understand school-aged children?s (5-10 years of age) engagement with nature during indoor nature-based art classes. I observed children within a small, mountain-town school (Kindergarten ? 5th grade) while they engaged in various artistic activities such as drawing, finger painting, and watercolor. My purpose was to gauge whether indoor nature-based art activities compelled elementary aged children to engage in meaningful conversation about nature. I assessed meaningfulness by the structure of their sentences and topics of their discussions that ensued. This assessment included looking for changes over time in students? reaction to the art they were creating and the subsequent connections they were making. Results demonstrate that students are deeply engaged in their artwork and talk mostly about memories related to nature and what aspects of nature their artwork inspires. Given that these activities provoked students to be thinking about nature, schools may want to consider conducting similar activities if they are unable to provide quality time outdoors for their students but want to help their students maintain a nature connection.

Two related exploratory studies, one with families, and a second one with adult and child members of an independent school community, suggest that our connections with the rhythms, processes, species, and cycles of nature, our love and feelings of affinity for nature, can be strengthened by practicing contemplation outdoors. In The Family Nature Workshop Study, urban and suburban families participated in a seven-week Contemplation in Nature program, and in The Sit Spot Study, children and adult members from an urban school community practiced sitting quietly outdoors, recording observations in a journal twice a week for five weeks. Changes in connectedness were measured using the Inclusion of Nature in Self Scale (Schultz, 2001), the Ten-item Connectedness to Nature Scale (C. Frantz, email communication, January 11, 2012), the Child and Adolescent Mindfulness Measure (Greco, Baer & Smith, 2011), and the Mindful Attention Awareness Scale (Brown & Ryan, 2003). Analysis of journal entries provided additional insight into the participants' experiences of self, experiences of the world outside of self, experiences of the self in relationship with other community members, and expressions of Biophilia Values (Kellert & Wilson, 1993). The journals reveal a picture of nature found in suburban and urban landscapes as it was perceived and experienced by the humans in the environment, people who were willing to take time out of busy schedules to pause, sit, listen, and learn. The journals thereby open a window through which we can view the everyday and extraordinary experiences of being a human in and as part of nature.

A dominant feature of environmental education in British schools has been the centrality of the concepts of 'nature' and 'conservation'. Since the late 1970s, two influences have shifted educational attitudes away from purely considering rural nature and conservation, towards a more balanced approach which includes urban nature and conservation. The first influence was of the development of 'urban studies'. The second was the growth of 'Urban Wildlife Groups' (UWGs). U\VGs have influenced teacher approaches to urban nature at KS2 - not by using new ideas adapted to the unique circumstances of urban ecosystems, as the founders of the UWG movement had intended, but by using rurally-based ideas from their own progenitors: the County Wildlife Trusts. It is the contention of this thesis that curriculum planners and teachers at KS2 have been influenced by UWGs, who have selected and promoted concepts from a set of ecological values, theories and practices. The distinction between 'native' and 'alien' plant species on the basis of utility to wildlife is a key concept which permeates UWG theory and practice, and has influenced teachers. The 'alternative' approach provides both the contextual and theoretical underpinnings for the study of urban nature at KS2, through the entity of the Multicultural City Ecosystem and the process of multicultural ecology. It provides a framework for thought and practical reflection amongst education officers in UWGs, curriculum planners and teachers. It accepts dynamism in ecology, especially in cities. It accepts change over different scales of time and space in linking introduced species from overseas to prehistoric and historic cultural, social, economic and other human processes and agencies in cities. In so doing, it provides curriculum planners and teachers with an approach to urban nature at KS2 which is based upon an analysis of real events, historical (and prehistoric), contemporary and future. In essence, it focusses on what is there and why it is there, not on what urban ecologists say should be there. The KS2 text 'People, Plants and Places' (Agyeman (1995)) is an outcome of this approach.

This study was conducted to determine the change, and the factors influencing the change, in the participant’s affinity for nature resulting from an environmental education experience. In addition, this study also examined the change and factors of change in aspects of the participant’s affinity for nature that directly relate to marine and coastal resources and environments. An adapted version of the Affinity for Nature scale, an outcome measuring instrument used by the American Camp Association was used to collect data from participants (n=529) at Rancho El Chorro Outdoor School and Camp Ocean Pines, whose experience included an overnight component and a marine science component in the curriculum. Comparisons of overall mean scores were used to determine if affinity for nature changed due to participation in the environment education program. Analysis of variance was used to determine which participant characteristic and experiential variables had a significant influence on affinity for nature index scores. Findings indicated that participation in environmental education experience had a positive change on affinity for nature scores. Residence, ethnicity/language, and gender were also found to significantly influence sense of community various affinity for nature index scores.

This study was aimed at evaluating the interdisciplinary nature of environmental education within the colleges of education in Bophuthatswana. Data collection was based on semi-structured interviews with college lecturers and, to a lesser extent, on observations during a workshop with environmental educators from Bophuthatswana. Knowledge was gained about college related factors which influence the varying extent to which environmental education is being implemented within the colleges of education. Lecturers' understanding of the interdisciplinary nature of environmental education and related concepts was explored. Insights were also gained into problems of implementation which included lecturers' limited understanding of the concept of interdisciplinarity, structural ambiguities, limited training and experience, and a lack of clarity in both local and international literature on environmental education concepts and terms. Specifically the study sought to illuminate the dichotomy between theory and practice, the conflict between the dominant curriculum paradigm and the new emerging paradigm, and tensions between the interdisciplinary nature of environmental education and subject-based disciplines, which lead to problems of implementation. The study could make an important contribution to the current curriculum debate on environmental education in South Africa by illuminating the dichotomy between the theory and the practice of environmental education, and the problems involved in translating interdisciplinary approaches into workable classroom practices within discipline based curriculum structures.

Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Humanity‘s growing separation from nature is central to the convergent social and ecological crises facing earth. This is both a psychological (e.g. perceptual, emotional) and physical (e.g. experiential) disconnect and is therefore better understood as a crisis in consciousness. This research arises out of an intense interest in how to alleviate humanity‘s fading connectedness with nature and, specifically, if meaningful nature experience is capable of healing the divisive ways in which humans tend to think, see and act in the world. This study brings together four core themes: connectedness with nature (CWN), invasive alien species (IAS), and education for sustainability (EfS); each of which are explored around - and in relationship to - the core concept of meaningful nature experience (MNE).1 In doing so, this transdisciplinary research utilizes a theory of complexity to integrate diverse disciplinary perspectives by drawing upon: (conservation) ecology; (environmental-/eco-) psychology; (sustainability) education; and phenomenology as a guiding philosophy. Adopting an interpretivist and pragmatic approach, this research employs mixed methods (quantitative and qualitative/phenomenological analysis) to, firstly, uncover the essences which help describe what MNE feels like (how it appears in consciousness) and that which makes MNE what it is. Secondly, the study explores the relationship between MNE and CWN; the extent to which MNE is perceived to influence attitudes and environmentally responsible behaviour (ERB); and whether ecological change as experienced through IAS may affect MNE or, in turn, how MNE and CWN influence perceptions on IAS. Thirdly, the research examines the implications of the above for EfS: is there merit for integrating MNE and CWN in EfS? What would such a process look like and how can it be applied in a way which revitalizes EfS? Finally, as a form of heuristic inquiry, this study represents my process of conscious transformative learning. Reflective narratives are dispersed throughout this dissertation to capture this enriching personal journey. Research findings draw on over 200 unique accounts of MNEs which were elicited from: online and public questionnaires; in-depth interviews, email submissions and complemented by in-situ field observation and participation. The questionnaires and in-depth interviews also elicited responses on CWN, IAS and EfS. The research finds that a MNE is triggered by an unexpected encounter with the 'non-ordinary‘ in nature. It is characterized by heightened sensory awareness (e.g. the beauty and detail of natural phenomena arrest our attention), intensified emotional (e.g. awe, amazement) and physiological responses (e.g. a 'rush‘). If an animal is involved, close proximity, extended length of time and reciprocity are key themes. For a MNE not involving an animal, perceived aliveness, vibrancy and energy pervading the land-/ sea-/ sky-scape is primary. As mind meets matter, one feels interrelatedness and a diminished sense of self. The privilege to commune with an 'other‘ (re)defines a person‘s being and belonging in the world. Synchronicity as a MNE is distinctive as an uncanny (e.g. numinous) experience of: insight; flow; guidance; a 'knowing‘; and interconnectedness. Respondents who have had a MNE exhibit a higher CWN; a positive correlation exists between frequency of MNE (fMNE) and CWN. Stronger correlations with CWN were found when a wild animal was involved in the MNE. Spiritual / religious practices positively correlate with fMNE and CWN with regular displays of gratitude toward nature returning slightly stronger correlations with CWN. Strongest correlations were found between the experience of synchronicity and CWN. A qualitative analysis of respondents‘ MNEs and their responses on how they perceive their MNE(s) to have changed them, found multiple and diverse mention of (newfound) appreciations of (inter)connectedness. This suggests that MNE acts as a conduit for CWN: one powerful MNE may be sufficient to catalyse the process; however, a higher fMNE increases the likelihood for heightened CWN. Such results affirm the idea that MNEs facilitate a relational worldview necessary for a consciousness attuned to CWN. CWN is considered to be a reliable predictor for ERB. Over 90% agreement was found between respondents on the positive impact of MNEs in: shaping their views on nature and biodiversity; influencing their current behaviour and actions toward nature and the environment; and heavily influencing, changing or transforming their outlooks on life. The most common themes to emerge on how MNE was perceived to have changed respondents related to understanding of (inter)connectedness/interdependence; career choice; respect for nature / life; and new ways of seeing the world. This supports the premise that, by affectively bonding with nature, MNEs can motivate: ERB; life paths into conservation-minded careers; and serve as catalysts for personal growth and transformation, particularly when complemented with reflection, social (guided) facilitation and ecological literacy. The presence of IAS in landscape is likely to adversely affect MNE for stated reasons of ecological impacts, diminished 'naturalness‘, destructiveness and reduced diversity. Those viewing IAS as potentially enhancing their MNEs cite reasons of beauty, novelty and enjoyment. Respondents‘ CWN does not appear to affect perceptions of IAS; however, elevated CWN may invoke empathy, a sense of relatedness and appreciation of their intrinsic value as 'life‘. IAS may also feature in MNEs and, through experiential and metaphorical insight, can deliver newfound understandings of social and ecological connections as they relate to IAS. Respondents concur that today‘s education does not prepare society to learn from MNE: overwhelming agreement was found on the societal and ecological benefits of an education that promotes understanding of MNE through a blend of intellectual concepts; experiential activities; values and ethics; and integrated learning approaches. Experiential nature-based activities were encouraged as vital EfS vehicles for enhancing sensory awareness; respect for nature; ecological knowledge and encountering connectedness. In-depth interviewees saw future EfS opportunities and solutions as focusing more on: participating with nature; bridging spirituality and science; facilitating 'openness‘ and shared experience; instilling values reflecting an interconnected reality; mentoring; contemporary rites of passage; and simply learning to live better. The essence of this research is an expanded appreciation of connectedness - embodying Nature, Community, Self, Source - and the manifold ways it is encountered through MNE. Revitalized EfS (realized through Theory edU) invites a consciousness that attends to an enlivening process of connecting, harmonizing and becoming.
AFRIKAANSE OPSOMMING: Hierdie studie bring vier kern temas na vore: verbintenis met die natuur (VMN), indringende uitheemse spesies (IUS), en opvoeding vir volhoubaarheid (OVV); waarvan elk verken is rondom – en in verhouding is tot die kern konsep van betekenisvolle natuur ervaring 2 (BNE). Deur dit te doen, wend hierdie transdisiplinêre studie 'n teorie van kompleksiteit aan om diverse dissiplinêre perspektiewe te integreer deur gebruik te maak van: bewarings ekologie; omgewings-/eko- sielkunde; onderwys; en femenologie as 'n rigtinggewende filosofie. Deur 'n interpretatiewe en pragmatiese benadering aan te neem, is gemengde metodes (kwantitatief en kwalitatief / femenologiese analise) gebruik om eerstens die essensies wat help om te beskryf hoe BNE voel (hoe dit in die bewussyn voorkom) en dit wat BNE maak wat dit is, te ontbloot. Tweedens verken die studie die verhouding tussen BNE en VMN; die mate waartoe BNE beskou word om houdings en omgewings verantwoordelike gedragte beïnvloed (OVG); en of ekologiese verandering soos deur IUS ervaar word BNE kan affekteer, of, op sy beurt, hoe BNE en VMN persepsies van IUS kan beïnvloed. Derdens bestudeer die navorsing implikasies van die bogenoemde vir OVV: is daar meriete vir die integrasie van BNE en VMN in OVV? Hoe sal so 'n proses lyk en hoe kan dit toegepas word op 'n manier wat OVV weer nuwe lewe sal gee? Ten einde, as 'n vorm van heuristiese ondersoek, stel hierdie studie my proses van bewuste transformatiewe leer voor. Reflektiewe narratiewe is regdeur die proefskrif versprei om hierdie verrykende persoonlike reis vas te lê. Navorsing bevindinge gebruik meer as 200 unieke verklarings van BNE‘s wat aan die lig gebring is deur: aanlyn en publieke vraelyste; in-diepte onderhoude, e-pos indienings en dit is gekomplementeer deur in-situ veld observasie en deelname. Die vraelyste en in-diepte onderhoude het ook reaksies op VMN, IUS en OVV ontlok. Die navorsing het bevind dat 'n BNE word veroorsaak deur 'n onverwagste ontmoeting met die 'nie-gewone‘ in die natuur. Dit word gekarakteriseer deur verhoogde sensoriese bewustheid (bv. die prag en besonderhede van natuurlike verskynsels beset ons aandag), versterkde emosionele (bv. verwondering en verbasing) en psigologiese reaksies (bv. 'n stormloop). Indien 'n dier betrokke is, is nabyheid, verlengde duur van tyd en wederkerigheid sleutel temas. Vir 'n BNE wat nie 'n dier insluit nie, is waarneembare lewendigheid, dinamiek en energie wat die landskap / see / luglandskap deurdring primêr. Soos wat die gees die stof ontmoet, voel 'n mens 'n onderlinge verband en 'n verminderde sin van die self. Die voorreg om in noue aanraking met 'n 'ander‘ te kan wees (her)definieër 'n persoon se wese en behoort in die wêreld. 'Synchronicity‘ as 'n BNE is kenmerkend as 'n ongelooflike (bv. numineuse) ervaring van: insig, vloei, leiding; 'n 'wete‘; en onderlinge verbintenis. Respondente wat 'n BNE gehad het, het 'n hoër VMN getoon; 'n positiewe korrelasie bestaan tussen die frekwensie van BNE (fBNE) en VMN. Sterker korrelasies met VMN was gevind in die geval waar 'n wilde dier in die BNE betrokke was. Geestelike / religieuse praktyke korreleer positief met fBNE en VMN waar gewone openbarings van dankbaarheid tot die natuur effens sterker korrelasies met VMN terugbring. Die sterkste korrelasies was gevind tussen die ervaring van 'synchronicity‘ en VMN. 'n Kwalitatiewe analise van respondente se BNE‘s en hul response van hoe hulle hul BNE(s) as dit wat hul verander het, beskou, het veelvoudige en diverse antwoorde van (nuutgevonde) erkennings van (onderlinge) verbintenis navore gebring. Dit dui daarop dat BNE as 'n toevoerbuis vir VMN optree: een kragtige BNE mag voldoende wees om die proses te kataliseer; aan die anderkant verhoog 'n hoër fBNE die waarskynlikheid vir verhoogde VMN. Sulke resultate bevestig die idee dat BNEs 'n relasionele wêreldbeskouing is wat nodig is vir 'n bewustheid wat ingestel is vir VMN. VMN word as 'n betroubare voorspelling vir OVG beskou. Meer as 90% van respondente was in ooreenstemming ten opsigte van die positiewe impak van BNEs in: die vorming van hul beskouings van die natuur, biodiversiteit; beïnvloeding van hul huidige gedrag en aksies tot die natuur en die omgewing; en hoe dit hul vooruitsigte op die lewe hewig beïnvloed, verander of transformeer. Die meesal gemene temas wat ontluik het, was oor die beskouing van hoe BNE respondente se verstaan aangaande (onderlinge)verbintenis / onafhanklikheid; beroepskeuse; respek vir die natuur / lewe; en nuwe maniere om na die wêreld te kyk, verander het. Dit ondersteun die uitgangspunt, dat deur affektiewelik met die natuur in verbinding te tree, BNEs gemotiveer kan word: OVG; lewens paaie tot bewaring-gesinde beroepe; en as katalisators dien vir persoonlike groei en transformasie, veral as dit met refleksie, sosiale (begeleide) fassilitering en ekologiese geletterdheid gekomplimenteer word. Die teenwoordigheid van IUS in 'n landskap kan waarskynlik BNE nadelig affekteer weens verklaarbare redes van ekologiese impakte, afneembare 'natuurlikheid', verwoestendheid en verminderde diversiteit. Diegene wat IUS as iets positief tot hul ervaring beskou, verskaf redes soos skoonheid, nuutheid en genot. Dit wil voorkom of deelnemers se VMN nie algemene persepsies van IUS affekteer nie; alhoewel, verhoogde VMN empatie, verwantskap en waardering vir hul intrinsieke waarde as 'lewe' mag oproep. IUS mag ook in BNE vertoon en deur ervarings- en metaforiese insig, kan dit waardevolle nuut-bevinde begrippe van sosiale en ekologiese verbande soos wat hulle aansluit by die probleem van IUS, lewer. Respondente is dit eens dat vandag se onderwys nie die samelewing voorberei om te leer van BNE nie: oorweldigende ooreenstemming was gevind aangaande die maatskaplike en ekologiese voordele van onderwys wat die verstaan van BNE bevorder deur middel van 'n vermenging van intellektuele konsepte; ervarings leeraktiwiteite; waardes en etiek; en geïntegreerde leer benaderings. Ervarings leer natuur-gebaseerde aktiwiteite was aangemoedig as essensiële middels vir OVV vir die verhoging van sensoriese bewussyn; respek vir die natuur, ekologiese kennis en die teëkoming van verbintenis. In-diepte ondervraagdes het geleenthede en oplossings vir toekomstige OVV gesien in terme van 'n groter fokus op: deelname aan die natuur; die orbruging van spiritualiteit en wetenskap; fassilitering van 'oopheid‘ en gedeelde ervaring; vestiging van waardes wat 'n onderlinge verbonde realiteit reflekteer; mentorskap; kontemporêre deurgangsrites; en om eenvoudig te leer om beter te lewe. Die kern van hierdie navorsing behels 'n toenemende waardering van verbintenis – beliggaming van die Natuur, Gemeenskap, Self, Bron – en die menigvuldige maniere waar op dit deur BNE ondervind is. Hernude OVV (soos ontdek deur Theory edU) nooi 'n bewustheid uit wat aandag skenk aan 'n verlewendige proses van verbintenis, harmonisering en wording.

In recent years a surge in research focused on the influences of water on humans. However, few have studied the effects of water on our relationship with nature, particularly to explore enduring impressions from a longitudinal perspective. Addressing these gaps, this qualitative exploratory research enlisted a case study methodology that employed multiple methods to investigate how a multi-day wilderness trip on the Tatshenshini River might affect participants’ connection to nature and position toward a sustainable lifestyle. The 12 participants were administered the Kellert Shorb Biophilic Indicator (KSBVI) questionnaire prior to the trip and reflected in journals during the experience. Six months after the trip ended a survey was administered. After 16 months, in-depth interviews were conducted. The results suggest that immersion into river time, an experience conceptualization that connected participants to nature’s rhythm, generally equated with a flow state and a condition of blue mind, positively influenced their connection to nature. It appears that living water in concert with awe-inspiring encounters in the natural world enhanced and affirmed participants’ position toward a sustainable lifestyle. Furthermore, this multi-day wilderness experience seemed to inform their orientation toward sustainability. The findings suggest that further research into the lasting effects of river time and awe within these types of contexts is warranted.

This dissertation presents findings from an exploratory, phenomenological study that examined the dynamics of transformative experiences with nature through three lenses: the state of being of a person in a state of deep play, the human affinity for nature, and the human capacity to experience transformation. Stories were collected from fifteen people via semi-structured interviews. Findings indicate that transformative experiences are comprised of five qualities that emerge as the moment unfolds. They are novelty, engagement, immersion, openness, and attunement. Our affinity for nature and our capacity for deep play foster the feelings and thoughts associated with each of these qualities. Other findings indicate that an experience does not occur in isolation but rather occurs in concert with other aspects of a person's life. Antecedents such as education, beliefs, and previous experiences influence how a person perceives of and interacts with an experience. The substantiation process influences how a person makes meaning of and integrates an event into her/his life. Significant moments with nature may influence a person's life in significant ways prompting changes in interests, careers, worldviews, and her/his relationship with nature. Findings demonstrate that the transformative experiences of the study participants shifted their engagement with nature toward a more nature oriented lifestyle. The findings of this study inform adventure education, outdoor and environmental education, transformational learning, and adult education. These finding also inform land development and management fields such as forestry, natural resource management, and urban planning and development.

Thesis (M.F.A.)--Kent State University, 2009.
Title from PDF t.p. (viewed March 31, 2010). Advisor: Linda Hoeptner Poling. Keywords: art education and nature; environmental art education; art; art education; outdoor art education; nature based art education. Includes bibliographical references (p. 117-118)

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Finding foods to bring on a camping or hiking trip may seem challenging. Not only do they need to be nutritious, but they must also leave minimal waste so you can leave the environment just as you found it. Whole foods (such as fruits, nuts, and vegetables) tend to be better choices than processed foods (such as single-use yogurts or pre-packaged cereal bars) since they tend to be rich in nutrients and produce minimal waste. Finding reusable and recyclable ways to package your foods may also help cut down your impact on the environment.

To promote people's contact with nature is both an environmental and a health issue. Previous studies show that being in natural environments provides mental, physical and emotional health benefits and is significant in the formation of environmental attitudes, which is also known to be important during child development. This study is about the opportunities that children have to experience natural environments within pre-schools in Sao Paulo Municipality (Brazil) considering their pre-school leaders and teachers' perspectives. Through qualitative interviews and text analysis, five kindergartens were studied. One aim has been to get a better understanding of the preschool's official policy on environmental education and a picture of pre-school leaders and preschool teachers' attitudes regarding children's access to nature. The other goal was to investigate the concrete pre-school activities in which children participate, as reported by their pre-school leaders and preschool teachers. The results show that the municipal curriculum recommends interaction with nature through goal-oriented activities, but does not specifically emphasise free play in nature. It has also been shown that pre-school principals and teachers have a positive attitude towards including nature in unstructured as well as structured pre-school activities. However, the degree to which this is reflected in the current activities is strongly dependent on other factors, such as physical,administrative or organizational conditions that exist in each pre-school. These so-called frame factors need to be known and taken into consideration, whether it is the education planners, pre-school leaders or preschool teachers that are trying to implement change. The study also highlights the importance of a work environment that encourages preschool teachers to seek self-development in their professional capacity, which in turn affects the quality of environmental education that is taught.

Thesis (M.S.)--University of Wisconsin--Stevens Point.
Submitted in partial fulfillment of the requirements of the degree Master of Science in Natural Resources (Environmental Education and Interpretation), College of Natural Resources.

Research has shown that there is an achievement gap with students of color in the urban environment and their White non-urban peers (Norman, Ault, Bentz, & Meskimen, 2001; National Research Council, 2012) additionally an achievement gaps exists between students with disabilities and their non-disabled peers (National Center for Learning Disabilities, 2011). The demand for Science, Technology, Engineering, and Mathematics (STEM) preparation is growing and more students need to be prepared in school for STEM careers (Carlson, 1997). The didactic traditional style of teacher led text book reading has proven unsuccessful for large groups of urban youths and students with disabilities (Kahle, Meece, & Scantlebury, 2000; Haberman, 1991; National Research Council, 2012). Using a hands-on, experiential informal learning environments in science has proven successful in engaging students to the science curriculum (National Research Council, 2012). Nature has also proven to engage students into the curriculum. This study combines these topics and addresses the gap in the literature where these topics overlap. This qualitative case study sought to understand how students with learning disabilities from an urban environment experienced nature-based informal learning. The participants for this exploratory case study informed by ethnographic methods of observation involved seven eighth grade students with learning disabilities from an inclusive science program at a public urban school.

The students participated in four nature related informal learning experiences that were aligned to the science curriculum. These students’ experiences were collected from observations, and conducting both one-on-one interviews and focus groups. The data was then triangulated, analyzed thematically, and interpreted. The students’ experiences were shared thematically. The three themes which emerged from the data were:

-Hands-on learning is an engaging and a more enjoyable way of learning for students with learning disabilities.

-There is not enough science being taught.

-Students are not habitually accessing natural areas.

Nine teenage participants and two adult guides were followed throughout a 10 day white water canoe trip to investigate the relationship between their impressions of connection with nature and the canoe trip experience, and their interactions with nature and the canoe trip experience. Themes providing a description of these relationships were identified and three major findings emerged. The first was that multiple themes mediating participants’ connectedness with nature did so both towards connection and disconnection. The second was that participants’ state of comfort was related to an impression of connection with nature while their state of discomfort was related to an impression of disconnection from nature. The third was that the relationship between participants’ connectedness and interactions with nature differed depending on the context (e.g., nature versus civilization). Possible directions for future research include investigating changes in participants’ conception of nature and the relationship between comfort and connection with nature.

This study examines the possibilities within the conservancy movement for the facilitation of environmental education. By means of a case study approach, a conservancy in the Northern Cape and the conservancy movement within the Free State provinces are compared with a view to elucidating factors militating against and promoting the success of environmental education programmes. The current lack of research in isolated rural areas is discussed. Re-orientation of perspectives regarding the value of conservancy-based environmental education within governmental, academic and local circles is recommended.

This study explores the potential roles of a sample of 18 nature conservation law enforcement officers, as facilitators of environmental education. More specifically it examines their attitudes towards their dual duties of enforcing laws and providing extension services. Attitudes were examined by means of qualitative data analysis from semi-structured interviews. Officers' environmental attitudes, as well the relative emphasis placed on law enforcement and extension, and their own perspectives of working with communities, are explored. The historical and cultural context of officers' work, as well as worldviews and personality traits are also discussed. Certain recommendations regarding officers' roles as facilitors of environmental education are made.

Zoological parks are a complex place of human-animal, animal-environment, and human-environment interactions; as the global population becomes more urbanized, zoos are one of the only places in which urban dwellers can learn about and experience the "natural" world. Zoos now act as key purveyors of public conservation education, shaping the ways in which visitors understand and situate themselves within local and global conservation issues and natural environments. Zoos educate the public on these and other topics through the implementation of informal education programs (IEPs) within their institutions, but the effectiveness of these programs in positively altering visitor knowledge, attitude, and behavioral is not well understood. Through interviews, questionnaires, and participant observation conducted at the San Antonio Zoo I explored (1) how zoo visitors interacted with and perceived of a zoo animal species, the white-cheeked gibbon; (2) how zoo visitor perceptions of animals were influenced by visitor-animal interactions in various zoo contexts (e.g. within and outside of IEPs); (3) what zoo visitors were learning about animal and conservation within these various contexts; and (4) the effectiveness of an IEP in inspiring zoo visitors to actively participate in conservation initiatives. I framed my inquiry into visitor and zoo animal relationships within post-humanist theories and explored visitor perceptions of animals, the environment, and conservation through the lens of virtualism, resulting in a novel view of visitor experience and learning within the zoo setting. In this thesis I discuss the results of this research and their implications for conservation education efforts within zoos.

A robust body of research has identified three primary life experiences that foster a lasting commitment to active care for the environment. These are: time spent enjoying nature, especially during childhood; a close, often familial, role model for nature appreciation; and participation in a nature or environment focused organization that offers direct learning opportunities. Family nature clubs (FNCs) bring groups of families together to explore nature on a regular basis – thus fulfilling all three of these experiences. This study used ecological psychology, attachment and family systems theories, and community psychology to create a framework for understanding how these experiences can come together in the form of FNCs to foster pro-environmental behavior as well as individual, familial, and community well-being. The methodologies of ethnography, case study and action research and the methods of direct observation, surveys, and most-significant change interviews were used. The study population was the leaders in and participants of FNCs, including Columbia Families in Nature, a FNC I founded. Study results incorporate data from 47 FNCs and over 350 participants. More than twenty distinct positive outcomes of FNC participation were identified in the areas of: greater knowledge of and sense of connection with nature; more time spent in nature; enhanced individual and familial well-being; stronger social connections; and greater environmental and social action. The youth nature experiences of the adult participants was found to be significantly related to their current sense of connection to nature (p < 0.001) and level of environmental action (p=0.03). Family time in nature was found to be significantly related to connection with nature (p=0.007), environmental action (p=0.02), and social action (p=0.03).

The purpose of this research was to see if the use of a school garden to teach Environmental Science students about ecology could increase their connection to nature, and to reduce their fears of undesirable organisms. Students completed an online pre and post survey that measured by a mixed-method. The pre and post quantitative data was analyzed using a 5-point Likert scale to determine if there was a significant difference in scores. Qualitative data was analyzed by identifying frequencies of students that mentioned various aspects of connection to nature, fears of various organisms, and reduction of fears for these same organisms.

Most research in connection to the use of school gardens in an educational setting focus on elementary age students, and research related to connection to nature rarely focus on fears. Quantitative results showed a statistically significant change in empathy for organisms only. All other categories showed no statistical significant change. Qualitative data revealed more insight, by showing that several students associate nature experiences with enjoyment and gaining an understanding of the purpose to certain organisms reduced some student’s fears. The experiences also revealed that students gained a better academic understanding of ecological concepts.

This dissertation research examines the perceptions held by African Africans as they pertain to the environment and nature and the factors influencing those perceptions. The research covers the ecopsycological elements, historical narratives, and current social dynamics of African American culture in order to understand their frame of reference in connection to the environment. Two populations of African American adults in Michigan and South Carolina were used to study the perceptions and behaviors exhibited by the culture. The research study used interview sessions and questionnaires in order to generate qualitative and quantitative data. The data focused on outdoor childhood activities, adult involvement, concerns about the environment, perceptions of individuals and mainstream organizations associated with the environment, current and potential environmental behaviors, and factors contributing to the participants’ environmental actions and decisions. With unanimous responses indicating that research participants have engaged in some form of outdoor activity during childhood, as well as a majority of these individuals expressing time spent outdoors or in nature as positive, there is indication the environment plays an integral part in the lives of African Americans. Additionally, participants acknowledged discussions about the environment and nature rarely occurred between themselves and their parents or other adults during their childhood, especially in regards to conservation, preservation, and pollution prevention measures. What they did experience, however, was language through demonstration; any specific actions about managing or taking care of the earth was learned through hands-on approaches rather than verbal communication. Lastly participants in this study overwhelmingly cited Caucasians and elements oftentimes associated with Caucasians as the frame of reference for environmentalism. In contrast, African Americans are just as interested in and concerned about the environment, yet they do not perceive themselves as environmentalists. The study results indicate there are significant correlations between some environmental and social aspects exhibited by the participants and overall, African Americans are interested in the environment and some of the components associated with it.

This thesis investigates children's perceptions of the natural world, and how their experience with one environmental education program has shaped their ecological identity and environmental consciousness. In order to examine children's understandings and attitudes about nature and the environment, I became a participant researcher in the Intergenerational Landed Learning Project (ILLP) at the UBC Farm during the 2005-2006 school year. The age of the children in this study was 9-10 years old. I employed a qualitative approach based on naturalistic inquiry and interpretation that aims to understand the context of lived experience. After the program finished, I chose to do an in-depth analysis of six children's experiences with ILLP at the UBC Farm based on semi-structured interviews collected. These interviews were complemented by recorded observations of particular activities at the farm, alongside my informal researcher journal. The value and significance of this study lies in the insights that the children's stories provide, and the many possibilities they reveal for educators interested in Education for Environmental Sustainability. My findings suggest that the students' experiences with the ILLP deepened their understandings about nature, and informed their attitudes about environmental sustainability. The study provides evidence that engaging the child in a local, place-based educational setting enables him/her to develop a stronger sense of place and nourish a strong connection to nature. The children developed more complex understandings of the environment and an empathic and compassionate relationship to the land and the people with whom they worked. They came to understand the importance of farms and local, organic food production through their experiences working with soil and cultivation. Their concern for the environment and their sense of responsibility toward taking care of it also grew stronger. The stories of these six children showed the importance of integrating emotions, understandings and practical skill development through experience with hands-on learning in the outdoors. The thesis offers an argument for the re-conceptualization of the ways we teach and learn about the Earth, and highlights programs like the ILLP, and places like the UBC Farm, as educational environments in which we are able promote education for environmental sustainability. It also provides examples of effective educational tools (such as Earth Literacy) that can help educators, parents and community members to enhance the development of children's ecological identity and environmental consciousness.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

This dissertation examines three relationships between nature centers and their local communities. First, what are the values provided by local centers as perceived by community members? Second, what factors lead community members to support local centers? And third, what are the constraints to visiting local centers as perceived by community members? We surveyed random samples of community members living around 16 diverse nature centers across the United States and conducted quantitative and qualitative analyses to address these questions. Chapter one introduces the study and provides a literature review of theories and empirical research related to the research questions. Chapter two reports the results of an exploratory factor analysis on the level of importance communities assign to fourteen nature center services. The factor analysis revealed four underlying values: environmental connection, leisure provision, civic engagement, and community resilience. Chapter three tests sixteen hypothesized predictors of community support for nature centers. All these variables were significant, suggesting people volunteer at, donate to, or respond to threats at nature centers for a range of reasons. These include those related to supporting nature center missions (e.g. environmental connection significance and commitment to nature) but also other reasons such as friends' and family's perceptions of nature centers and assessments of the center staff members. Chapter four explores constraints that emerge during different stages of the decision-making process people go through when considering whether or not to visit a local nature center. The greatest constraints emerge in early stages (e.g. center awareness) and late stages (e.g. limited finances, transportation, and time) of decision-making. Chapter five discusses the study's implications to theory, including ecosystem service and educational leisure setting valuation, environmentally significant and charitable support behavior, and leisure constraints, as well as nature center practice. Centers that consider these implications might better serve their local communities and achieve their missions.
Ph. D.

In response to social trends whereby children are spending less time outside, school administrators have developed certified Nature Explore Outdoor Classrooms (NEOCs) intentionally designed to support whole-child learning within a natural environment. Despite the documented benefits of nature-based education, the literature and NEOC sites report challenges in facilitating this type of space. The purpose of this study was to investigate what prevents teachers in a certified NEOC from facilitating student/teacher engagement with the natural outdoor environment. Kolb's, Piaget's, and Vygotsky's theories of constructivism served as the study's framework to explore the problem from the teachers' perspectives. A qualitative case study was used to gain insight into the potential barriers to facilitating a NEOC. Eight teachers were recruited using purposeful sampling. Participant criteria included (a) >18 years of age, (b) >3 years early childhood teaching experience, (c) >1 year experience in selected NEOC, (d) prior NEOC training, and (e) willingness to share experiences. Data collection included classroom observation, individual interviewing, and review of relevant documents. All data were analyzed using comparative and inductive analysis and coded into 5 emergent themes. Identified barriers included teacher involvement, rules and regulations, volunteers, materials, and weather. By creating a 3-day professional development program that supports the benefits of nature-based learning environments and introduces strategies to overcome identified barriers, this study may promote positive social change in nature-based education. Children, families, and communities may expand their nature-based knowledge and interaction skills to pass to future generations.

The purpose of this project was to develop a series of three lesson plans based on children's environmental literature and journaling to be used in an outdoor environment and correlated to California State Science and English Language Arts Standards for the sixth grade.