Michaela Zint

A Review of Research on the Effectiveness of Environmental Education in Promoting Intergenerational Learning

How to design environmental education (EE) programs in ways that encourage children to influence the environmental knowledge, attitudes, and behaviors of adults has intrigued researchers for more than a decade. The authors review and synthesize results from 7 studies that sought to answer this question. The studies reviewed were conducted between 1992 and 2003 in England, Costa Rica, Australia, Canada, and the United States. All of the studies involved formal K—12 EE programs that ranged from a 1.5-hr program on endangered species to a 1-year program integrating ecological concepts throughout the curriculum. Based on these studies, the authors identify several factors that contribute to intergenerational learning, including actively involving parents in student activities and focusing on local environmental issues.

Do Toxic Substances Pose a Threat to Rehabilitation of Lake Trout in the Great Lakes? A Review of the Literature

Toxic substances have been suspected of being one of the causes of Great Lakes lake trout reproductive failure. Because toxic substances are present in the Great Lakes basin, managers should be aware of the role of contaminants in preventing lake trout rehabilitation. This paper summarizes studies which have sought to establish a relation between toxic substances and lake trout mortality or morbidity, and offers recommendations for future research and management. The review suggests that exposure to toxic substances has the possibility of affecting the species’ rehabilitation. A variety of toxic substances, specifically organochlorine compounds, concentrated in lake trout eggs, fry, and the environment, have affected the hatching success of lake trout in the laboratory, but the strength of the relation between toxic substances and lake trout mortality and morbidity in the field remains unclear. In order to clarify this relation, more information is needed on lake trout physiology, biochemistry, behavior, and genetics. An interdisciplinary workshop should be convened to evaluate existing evidence by epidemiological methods, to set priorities for further research, and to develop management strategies.

Elementary Teachers’ Beliefs About, Perceived Competencies for, and Reported Use of Scientific Inquiry to Promote Student Learning About and for the Environment

This exploratory study investigated elementary teachers’ beliefs about, perceived competencies for, and reported use of scientific inquiry to promote students’ learning about environmental issues and for environmental decision making and action. Data were collected through a questionnaire administered to a simple random sample of elementary teachers in and around a Midwestern university community (n = 121, r = 52%). Respondents did not differentiate between inquiry practices that promote student learning about and for the environment. While respondents believed that they should engage in these practices, they were less confident in their ability to do so, and reported spending little time engaging in these practices. Results also suggest, however, that methods courses and professional development can support elementary teachers’ use of inquiry-based teaching about and for the environment.

Toward fostering environmental political participation: framing an agenda for environmental education research

Scholars of environmental education (EE) and education for sustainable development (ESD) have been among the environmental leaders calling for individuals to become increasingly engaged in political action aimed at addressing environmental and sustainability issues. Few, however, have studied how educational experiences might foster greater environmental political engagement. Fortunately, there is a rich body of research in political science, psychology, and education that provides insights that EE and ESD scholars and educators can build on. Studies in these domains suggest, for example, that political efficacy (the belief that individuals’ actions can influence political processes) and political interest (individuals’ willingness to pay attention to politics) are strong predictors of political participation. Moreover, these studies have shown that educators can strengthen individuals’ political efficacy and interest through activities such as open-ended discussions of political issues, opportunities to identify with politically oriented groups, and involvement in actual and simulated democratic decision-making processes. This conceptual paper: (1) reviews the broad support for preparing individuals for environmental political participation through education, (2) synthesizes research on the factors that influence political participation, (3) provides a theoretical framework for researchers and educators interested in fostering environmental political participation, and (4) offers recommendations for descriptive, measurement, and educational studies that can provide educators with further guidance on how to foster individuals’ environmental political participation.

Improving Risk Education in Grades 6–12: A Needs Assessment of Michigan, Ohio, and Wisconsin Science Teachers

Abstract If formal educators are to play a role in preparing future citizens for making decisions about health and environmental risks, then they must be willing and able to incorporate risk education. This article presents 10 goals for risk education. It also describes current risk education practices, future interests, and perceived barriers to risk education of Michigan, Ohio, and Wisconsin Grades 6–12 science teachers. Data were collected through a mail questionnaire (1,336 surveys were returned, adjusted return rate = 80%) and in-depth telephone interviews (completed with 45 teachers, return rate = 90%). Many teachers had covered some aspect of risk education and were interested in enhancing their efforts. Results also suggest that teachers need to be made aware of risk education resources and provided with training, particularly regarding psychological influences on risk decisions.

Advancing Environmental Risk Education

This article summarizes views on environmental risk education for youth and identifies some challenges to advancing environmental risk education. It is argued that education--in particular, formal (in-school, structured) education--can play an important role in helping to create an environmental risk-literate society. Recommendations focus on developing a framework of environmental risk education goals and objectives, evaluating environmental risk education efforts, and learning more about how to help youth make informed environmental risk decisions and to prepare them to participate in environmental risk management. It is hoped that this article will encourage greater involvement of risk professionals in environmental risk education efforts and related research.

Insights From an Evaluability Assessment of the U.S. Forest Service More Kids in the Woods Initiative

We conducted an evaluability assessment of the U.S. Forest Services “More Kids in the Woods” internal grant initiative based on a review of 26 funded proposals, the creation of logic models, and a survey of project leaders. Evaluations of the initative are warranted because it has clear outcome objectives, is implemented as intended, and results suggest plausible benefits associated with providing underserved youth with outdoor experiences. Findings also point to the types of evaluations that will be useful and add to the limited literature on environmental grant programs as well as environmental educators’ evaluation interests, practices and perceived competencies.

A Needs Assessment of Fisheries Education Materials for Youth

Abstract Many kindergarten (K) through twelfth grade fisheries education materials exist but have not been inventoried or reviewed to determine whether they meet the needs of fisheries professionals and educators. To identify instructional resources and guide curriculum developers, the Youth Education Committee of the American Fisheries Society Education Section (1) developed a fisheries education framework of 8 issues and 55 concepts, (2) identified and selected appropriate youth fisheries education materials, (3) reviewed the content of 51 materials based on the frame- work, (4) summarized results in a user-friendly guide, and (5) developed recommendations to fill gaps in information. Coverage of biodiversity (Issue 3) and some of the concepts associated with building sustainable fisheries (Issue 4) and promoting stewardship (Issue 6, 7) appear especially limited. Materials that target students in kindergarten to third grade and ninth- to twelfth-grade levels, that focus on global or marine fisheries, a...

Watershed Outreach Professionals' Behavior Change Practices, Challenges, and Needs

This study investigated the practices, challenges, and needs of Chesapeake Bay watershed outreach professionals, as related to behavior change strategies and best outreach practices. Data were collected through a questionnaire e-mailed to applicants to the Chesapeake Bay Trusts environmental outreach grant program (n = 108, r = 56%). Almost all respondents seek to change adult audiences’ behaviors and reported using a range of behavior change strategies and best outreach practices. However, it is not clear that many use behavior change strategies intentionally or fully implement best outreach practices. Recommendations are offered for how funders can help outreach professionals better meet mutual environmental behavior change goals.

A Review of “Learning Science in Informal Environments: People, Places, and Pursuits”

Learning Science in Informal Environments: People, Places, and Pursuits, by the National Research Council Committee on Learning Science in Informal Environments: Philip Bell, Bruce Lewenstein, Andrew W. Shouse, and Michael A. Feder (Eds.). Washington, DC: Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education, The National Academies Press, 2009, 352 pages. ISBN 978-0-309-11955-9 (