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ERIC Number: ED463935
Record Type: Non-Journal
Publication Date: 2001-Jul-31
Pages: 20
Abstractor: N/A
Reference Count: N/A
Best Practices for Curriculum, Teaching, and Evaluation Components of Aquatic Stewardship Education.
Siemer, William F.
This paper reviews the literature to outline principles and best practices for aquatic stewardship education. Stewardship education develops an internalized stewardship ethic and the skills needed for decision making and environmentally responsible actions. Successful stewardship education programs are designed to influence beliefs, values, intentions, action skills, and behaviors related to specific environmental issues. Programs should address entry-level, ownership-level, and empowerment-level variables associated with behavior change. These variables include environmental sensitivity fostered through outdoor experience, knowledge of ecology and aquatic environmental issues, personal investment in specific issues, knowledge and skills in environmental action strategies, internal locus of control, and intentions to take action. Stewardship education provides a set of sequential learning experiences over an extensive time period, in formal and nonformal settings, within a supportive social environment. Comprehensive teacher training is needed. Programs should incorporate family, peer, group, and community involvement. The instructor or teacher should act as facilitator or guide to the learner. Early outcome evaluation should focus on attitudes, as an indicator of progress toward behavior change in participants. A comprehensive approach to evaluation is recommended, with detailed formative evaluation preceding any summative assessments. Recommendations are offered for correcting common deficiencies in program evaluation and for future research. (Contains 99 references.) (SV)
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Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A