Roy Ballantyne

Conservation learning in wildlife tourism settings: lessons from research in zoos and aquariums

Zoos and aquariums have shifted their focus over recent years, taking a much more active role in wildlife conservation and in promoting conservation learning among their visitors. Research in these settings provides a valuable foundation for the emerging field of non‐captive wildlife tourism. In particular, valuable lessons regarding the potential impact of wildlife encounters on visitors’ conservation attitudes and behaviour can be drawn from research in zoos and aquariums. This paper explores those aspects of wildlife encounters that appear to contribute most to conservation learning. These include observing animals in their ‘natural’ environment; opportunities for close encounters with wildlife; opportunities to observe animal behaviour; engaging visitors emotionally; connecting with visitors’ prior knowledge and experiences; using persuasive communication; linking conservation goals and everyday actions; and providing incentives and activities to support visitors’ behaviour change. The extent to which wildlife tourists may be receptive to conservation messages is also considered, in light of research in zoos and aquariums. The implications of these findings for conservation learning in the context of non‐captive wildlife tourism are discussed and suggestions for future research in this area are made. Several methodological challenges facing the field are also discussed.

Using Journal Writing to Enhance Student Teachers’ Reflectivity During Field Experience Placements

Abstract This paper investigates the use of reflective journals to facilitate student learning during a teacher education practicum. Thirty‐five student teachers undertaking a 1‐year Graduate Diploma of Education submitted weekly journal entries during their 11‐week practicum and were interviewed at several stages about their educational beliefs and practices. Students were randomly assigned to four intervention conditions which varied the content of journalling (experiential or cognitive) and the context (provision of reflective dialogue based on journal entries or self‐analysis). The evidence reported here includes the focus and level of students’ reflections, the effects of the intervention conditions, and students’ perceptions of the value of journalling. Although there was some evidence that students found it easier to write an experiential than a cognitive journal, there were no overall differences in the quality of reflection achieved under the two conditions. Students receiving supervised dialogue...

Promoting environmentally sustainable attitudes and behaviour through free‐choice learning experiences: what is the state of the game?

Environmental education, both in and outside of the classroom, aims to facilitate adoption of sustainable practice by both school students and the general public. This paper explores the role of free‐choice learning experiences in this regard. An overview of theoretical approaches underpinning free‐choice learning research is provided, examples are presented of the ways in which informal educational settings can promote environmentally sustainable attitudes and behaviour, and the factors contributing to the effectiveness of these endeavours are discussed. By reviewing research evidence in relation to these issues, the paper identifies the current ‘state of the game’ and areas where new research is needed.

Teaching and Learning in Environmental Education: Developing Environmental Conceptions

A theoretical model is presented for developing environmental conceptions that incorporate environmental knowledge, attitudes/values, and behavioral orientations. Developing conceptions in environmental education involves the use of a range of strategies designed to integrate an individuals environmental knowledge, attitudes/values, and behavior. The proposed approach broadens teaching in the area that traditionally has had an attitudes/values focus. The application of constructivist principles of learning provides a basis for encouraging students to become aware of, challenge inconsistencies in, and make an informed decision regarding their commitment to their own or alternative environmental conceptions. Examples are provided of strategies that may be adapted for use within this model.

Students as Catalysts of Environmental Change: A Framework for Researching Intergenerational Influence through Environmental Education.

Many environmental problems are desperately in need of attention. Educating both adults and young people is seen as part of the solution to such problems. Given this situation, and the already considerable investment in environmental education in schools, the notion of encouraging students to initiate environmental discussions with adults at home and in the community seems attractive and worthy of investigation. To this end, this paper critically reviews education and social science literature concerning intergenerational influence. An approach is outlined to guide future efforts in research and programme development aimed at encouraging students’ to act as catalysts of environmental communication and learning beyond school boundaries.

Introducing a Fifth Pedagogy: Experience-Based Strategies for Facilitating Learning in Natural Environments.

Educators have identified four categories of ‘productive pedagogies’ that are considered to lead to authentic student engagement and learning in the classroom. This study was designed to explore and extend these pedagogies in the context of learning in natural environments, in particular, through the programmes of Queensland environmental education centres. In‐depth interview and observation data were collected from students, classroom teachers and centre teachers who had participated in 12 environmental education programmes across Queensland, in order to identify the strategies that are most effective in facilitating learning in the natural environment. A fifth productive pedagogy category, ‘experience‐based learning’, is proposed. Experience‐based learning is particularly important in addressing students’ environmental attitudes and actions. The implications for the delivery of environmental education programmes both within and outside the classroom are discussed.

Beyond Student Evaluation of Teaching: Identifying and addressing academic staff development needs

Student evaluation of teaching is a commonly accepted means of obtaining feedback on the quality of university teaching. However, its usefulness in contributing to improved teaching performance is dependent on the extent to which staff respond to and apply the information obtained in this way. This paper reports the results of a project designed to extend the application of student evaluations by using them as the basis for staff development. Survey findings from 87 staff and 127 students indicate the priorities for academic and course development perceived by each group. Booklets based on these perceived needs were developed by collaborative staff-student groups and made available to enable staff to improve their teaching in response to student evaluations.

Mentoring Beginning Teachers: a qualitative analysis of process and outcomes

Abstract Sixteen beginning teachers commencing their first year of teaching in Queensland Catholic schools, together with nine experienced teachers appointed as their mentors, provided detailed written reflections on their experiences during the beginners’ first year of teaching. Using their responses as data, the nature and value of the buddy mentoring relationship are analysed in relation to the needs, concerns and professional development of beginning teachers as they progress through the year. Patterns and themes emerging from the data are described qualitatively and illustrated by direct quotations from participants’ responses. Conclusions are drawn regarding the roles and functions of mentors which are most helpful at various stages, the benefits and limitations of buddy mentoring in relation to these functions and issues involved in the development of the mentoring relationship over the course of the first teaching year.

Teaching in rural and remote schools: a literature review

In this paper. the authors examine a wide range of recent research into the preparation and support for teachers working in rural and remote schools. The paper reviews many preservice and inservice initiatives which highlight issues affecting:teaching and learning in schools outside the major metropolitan centres. The work is reviewed from an Australian perspective but evaluates research from throughout the world. The paper concludes that despite a large body of research (Gibson, 1994), that has identified the need for specialised pre-service preparation which accommodates the social and professional differences associated with work in rural and remote areas, the implementation of such programs by teacher training institutions has been sparse, lacking in cohesion and in many cases non-existent

Effective environmental interpretation at Chinese natural attractions: the need for an aesthetic approach

In western society since the 1970s, interpretation has played an important role in improving tourists’ appreciation of the natural environment, developing their environmental attitudes and facilitating the adoption of environmentally sensitive behaviour. In China, interpretation of natural attractions is a more recent phenomenon and a largely cognitive approach has been taken, focusing on the presentation of scientific information. This paper questions whether the “scientific” approach used in the development of environmental interpretation in Chinese natural areas meets the needs of Chinese tourists. It explores this theoretically through an examination of the relationship between Chinese tourists and the natural landscape, noting that landscape memories and intangible cultural heritage are important mediators of Chinese landscape appreciation. Practically, research in the Danxia Shan National Natural Reserve and Geo-Park demonstrates that self-guided interpretation using the “western” scientific approach with signage, an information centre and a geological museum, is ineffective, and ignored by the majority of visitors. Guided tours, employing an “aesthetic” approach to interpretation, using stories, art and poetry to emotionally engage visitors with the landscape, appear more appropriate, culturally relevant and effective in China. Key techniques used by guides include numerous adjectival words, figurative or metaphorical landscape descriptions and exaggeration of the landscapes beauty.