Doug Knapp

The Thessaloniki Declaration: A Wake-Up Call for Environmental Education?

Abstract In December of 1997, an international conference was held in Thessaloniki, Greece, to celebrate the 20th anniversary of the Tbilisi Doctrine and to reorient education for sustainability in the 21st century. The culmination of this event was the Thessaloniki Declaration—a charter for the future of education for sustainability. In only 2 of the 29 statements made in the Declaration was the term environmental education mentioned. One of those references suggested that environmental education be referred to as education for environment and sustainability. The author believes that this scant use of the term environmental education indicates that the term is finding decreasing support in the international community. The author reviews reasons why environmental educations position is in peril and offers a status report on the current criticisms and weaknesses of environmental education. The author outlines several important strategies that must be implemented to preserve the name and the concept of environmental education for decades to come.

Motivations influencing the adoption of conservation easements.

The use of conservation easements as a conservation mechanism for private land has increased greatly in the past decade; conservation easements now protect over 15 million ha across the United States from residential and commercial development. We used a mailed survey and in-depth telephone interviews to determine factors that motivate private landowners in Iowa, Illinois, Michigan, Ohio, and Wisconsin (U.S.A.) to place conservation easements on their properties. The mailed survey asked about characteristics of landowners, their properties, and their opinions on 9 factors related to the decision to place an easement. A follow-up telephone interview was completed with 19 mail-survey participants to gain an in-depth understanding of the action and to triangulate the results with the questionnaire. Place attachment, which is a measure of personal connection to a location or property, was the greatest motivation for implementation of an easement. Results of a principal components analysis suggested contributing to the public good underlaid several of the strong motivational factors for participation. Financial reasons were the lowest ranked motivational factor; however, financial concerns may facilitate placement of an easement that would otherwise not be realized. We believe that our results may be transferable to places where land protected by easements is not dominated by traditional farming (row crops, pastures, and hay), timber harvesting, or nonextractive uses (e.g., habitat for wild animals, recreation, and protection of ecosystem services).

Episodic and semantic memories of a residential environmental education program

This study used a phenomenological approach to investigate the recollections of participants of an environmental education (EE) residential program. Ten students who participated in a residential EE program in the fall of 2001 were interviewed in the fall of 2002. Three major themes relating to the participants’ long‐term memory of the residential EE program were identified: (a) recollections were highly influenced by actions taken by the students; (b) program content/subject matter was retained by all of the students to varying degrees; and (c) emotional reactions to the experience were present. The results seem to support the notion that active experiences have an important role in episodic recall. Results also suggest semantic memory was achieved. The authors offer a potential model of learning for residential EE programs that is structured on episodic/semantic memory systems and is reflective of the results of this study as well as current research in cognitive sciences.

Interpretation Programs at a Historic Preservation Site: A Mixed Methods Study of Long-Term Impact

The focus of the current study is to better comprehend the long-term impacts of interpretation programs at a historical site. The authors used a mixed methods research approach to uncover and explore both the immediate impacts of the experience as well as the long-term information that was retained 6 months following attendance of the short duration program. The findings support previous research in interpretation and suggest that a direct connection to the resource promotes long-term retention of tour topics. This study uses pre- and postquestionnaires, in-depth and informal interviewing, observations, and the synthesis of qualitative and quantitative data to investigate the phenomenon.

Participants’ Preferences for Interpretive Programs and Social Interactions at a Japanese Natural Park

ABSTRACT A case study at Okutama-Kohan Park in Japan was designed to explore adult participants’ preferences for interpretive programs. The study included adults who participated in an interpreter-led program in the park. A questionnaire survey with 492 participants examined their preferences for interpretive program types, topics, timing, and types of social interaction during a program. The associations between participants’ preferences and their age, gender, or group composition were also explored. Designing programs that are consistent with these preferences should help to enhance free-choice adult learning environments.

Examining Perceptions of Social Acceptance and Quality of Life of Pediatric Campers with Physical Disabilities

The purpose of this study was to examine perceptions of social acceptance (SA) and quality of life (QOL) amongst youth with disabilities who participated in a weeklong residential camp experience with similar peers. Findings demonstrated moderate quantitative correlational results between the constructs of SA and QOL. Strong qualitative outcomes three months post camp demonstrate the powerful social impact of the camp experience. These findings related to the theme of a supportive community that is consistent with other findings on the therapeutic value of community at specialty camps for children with disabilities. Despite favorable social support memories, qualitative analysis revealed a general negative feeling from campers of the lack of transference of these positive social experiences to their local communities. This new finding, although preliminary in nature, begins to paint a picture of the possible need for the development of follow-on programming post social treatment at camp.

Creating Long Term Connections with Nature

Abstract The field of interpretation has a difficult challenge in attempting to develop connections between its constituents and the environment. One of the major hurdles is the episodic nature of this medium and the ability to evaluate these brief encounters in relation to everyday influences. However, one area that can be assessed is the long term retention of an interpretive program that attempts to promote relationships with nature and people. This article outlines a model of learning related to long term memory and variables that can enhance recall of episodic events. Studies that have shown support for the model are reviewed and particular experiences or strategies that seem to promote environmental awareness and stewardship are discussed.