EDUCATION
When it comes to educating the public on environmental issues, it can be a harder task then you think. Based on the research we found on education, we have compiled reasonable conclusions on how to best go about educating the public about fertilizers and their use on the U-M campus.
WHAT TO DO
Teach homeowners how to reduce grass clippings and inform them of the options they have for alternative fertilizers. When trying to directly impact the public, having homeowners who know that they have options is the best place to start. The next step is to help people understand the environmental, and specifically, groundwater, problems facing humans in general and the consequences of maintaining the same habits we have now. The goal of this is to generate an attitude of concern for their actions. This attitude of concern will create motivation for problem solving in the future.
GET INVOLVED
Many times, environmental problems are associated with guilt trips and feeling of despair if one does not take action. Sobel suggests that this approach to education actually backfires. Instead, we need to focus on getting people to actually care and want to help the cause. Sobel divides the learning process up into age categories, and for students eleven years or older, such as the students we are dealing with, the best way to educate is social action.
The goal is to make students become involved in the process instead of just signing a piece of paper or learning about the issue. When students can see the direct changes they make, the matter will become more personal, and they will be more willing to learn and act. (Sobel 1995)
SUCCESSFUL PROGRAMS
Based on the research done by Zint, Kraemer, Northway, and Lim, the best programs for environmental education are ones which have behavioral outcome objectives and those objectives are based on behavioral theories and models. These programs should also incorporate experimental learning such as service trips and are longer in duration.
WHAT TO DO
Teach homeowners how to reduce grass clippings and inform them of the options they have for alternative fertilizers. When trying to directly impact the public, having homeowners who know that they have options is the best place to start. The next step is to help people understand the environmental, and specifically, groundwater, problems facing humans in general and the consequences of maintaining the same habits we have now. The goal of this is to generate an attitude of concern for their actions. This attitude of concern will create motivation for problem solving in the future.
GET INVOLVED
Many times, environmental problems are associated with guilt trips and feeling of despair if one does not take action. Sobel suggests that this approach to education actually backfires. Instead, we need to focus on getting people to actually care and want to help the cause. Sobel divides the learning process up into age categories, and for students eleven years or older, such as the students we are dealing with, the best way to educate is social action.
The goal is to make students become involved in the process instead of just signing a piece of paper or learning about the issue. When students can see the direct changes they make, the matter will become more personal, and they will be more willing to learn and act. (Sobel 1995)
SUCCESSFUL PROGRAMS
Based on the research done by Zint, Kraemer, Northway, and Lim, the best programs for environmental education are ones which have behavioral outcome objectives and those objectives are based on behavioral theories and models. These programs should also incorporate experimental learning such as service trips and are longer in duration.
WHAT IS EDUCATION?
it is a social science that studies learning, teaching, curriculum, and context
WHY IS IT USEFUL?
provides insight into the best practices for fostering behavior change
it is a social science that studies learning, teaching, curriculum, and context
WHY IS IT USEFUL?
provides insight into the best practices for fostering behavior change
References:
Sobel, D. 1995. Beyond ecophobia: Reclaiming the heart in nature education. Orion. 14(4): 11-17.
Zint, M., Kraemer A., Northway, H. and M. Lim. 2002. Evaluation of the Chesapeake Bay Foundation's conservation
education programs. Conservation Biology 16(3): 641-650.
Brittle, C. and M. Zint 2003. Do newspapers lead with lead? A content analysis of how lead health risks to children are
covered. Journal of Environmental Health 65(10): 17-22.
Sobel, D. 1995. Beyond ecophobia: Reclaiming the heart in nature education. Orion. 14(4): 11-17.
Zint, M., Kraemer A., Northway, H. and M. Lim. 2002. Evaluation of the Chesapeake Bay Foundation's conservation
education programs. Conservation Biology 16(3): 641-650.
Brittle, C. and M. Zint 2003. Do newspapers lead with lead? A content analysis of how lead health risks to children are
covered. Journal of Environmental Health 65(10): 17-22.
GREEN GROUNDS
Fertilizer Usage and its Alternatives at the University of Michigan
GREEN GROUNDS