An evidence-based approach to evaluating the outcomes of conservation education
Date
2015
Authors
Thomas, Rebecca E. W., author
Teel, Tara, advisor
Bruyere, Brett, advisor
Gavin, Michael, committee member
Pejchar, Liba, committee member
Journal Title
Journal ISSN
Volume Title
Abstract
This dissertation responds to a need for theoretically-driven and applied approaches to conservation education that address modern-day conservation challenges. The two primary objectives of this dissertation are addressed in the form of two individual articles. First, Article 1 utilizes a systematic review approach to investigate evaluation of conservation education on a global scale in order to better understand 1) the temporal and spatial trends in conservation education program evaluations over the last 25 years (e.g., whether the frequency of program evaluations has changed both within and outside of the United States); 2) patterns that are evident in the types of conservation and/or social issues addressed through these programs; 3) metrics considered to indicate effectiveness of conservation education programs; and 4) which outcomes of these programs are evaluated (e.g., to what extent do evaluations focus on cognitive targets as well as behavioral, social or ecological outcomes) as well as the methods that have been used to draw conclusions about these outcomes. Findings indicated that evaluation of conservation education programs has increased over the last 25 years in countries around the world. Increasingly, conservation education programs are being developed in response to ecological and social issues, yet metrics to indicate effectiveness are rooted in cognition and behavior change. Three primary needs in the field of conservation education program evaluation emerged from this study and can inform the future direction of the field. First, there is a need to think more holistically about the outcomes of conservation education programs. Secondly, there is a need to consider the ways in which these outcomes are evaluated and reported. Finally, there is a need for longitudinal evaluation, particularly when attempting to capture ecological outcomes that may not be immediately apparent. Article 2 utilizes an applied, person-centered interview approach to address a need for more rigorous and culturally relevant evaluation of conservation education program outcomes that is focused on benefits beyond rote knowledge gain and considers community perspectives on metrics or indicators of program success in a rural community in Hawai'i. The study upon which this article is based sought to compare past and present learning about nature in terms of knowledge acquisition and the knowledge itself. Secondly, the study aimed to set the stage for the development of a culturally relevant and comprehensive quantitative evaluation instrument that could be used to document long-term outcomes of conservation education programs that seek to facilitate sharing of local environmental knowledge in Hawai'i.