Human-Wildlife Co-Existence and Conservation Education: An Example from the Potential Reintroduction of Grizzly Bears to California

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Colby, Jolie Chrisanne
Titel	Human-Wildlife Co-Existence and Conservation Education: An Example from the Potential Reintroduction of Grizzly Bears to California
Quelle	(2021), (165 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of California, Santa Barbara
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-3959-5
Schlagwörter	Hochschulschrift; Dissertation; Environmental Education; Wildlife; Units of Study; Grade 6; Grade 8; Grade 9; Grade 10; High School Students; Foreign Countries; School Role; Outcomes of Education; Models; Critical Thinking; Animal Behavior; Conservation Education; Interdisciplinary Approach; Teaching Methods; Standards; Science Education; Cooperative Learning; Problem Solving; Outreach Programs; Conservation (Environment); Teacher Attitudes; Educational Change; Attitude Change; State Programs; Sweden; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lerneinheit; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Lernleistung; Schulerfolg; Analogiemodell; Kritisches Denken; Tierverhalten; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Standard; Naturwissenschaftliche Bildung; Kooperatives Lernen; Problemlösen; Jobcoaching; Conservation; Environment; Konservierung; Bewahung; Umwelt; Lehrerverhalten; Bildungsreform; Attitudinal change; Einstellungsänderung; Regierungsprogramm; Schweden; Kalifornien
Abstract	This dissertation explored the roles schools can play in the successful outcomes of large carnivore or keystone reintroduction projects. Schools are more than centers for knowledge acquisition--they connect their community and disseminate information quickly to a wide audience. This study took place in California's Eastern Sierra Nevada, a landscape where the California subspecies of grizzly bear ("Ursus arctos californicus") was decimated a century ago, and where some interested parties would like to see brown bears reintroduced. A 7-lesson science unit was designed to be implemented in schools where grizzly reintroduction could take place. 101 students participated in the study: sixty 6th graders; thirty-two 8th graders; five 9th graders; three 10th graders and one senior in high school. The design of the unit took advantage of a Swedish carnivore management model instead of a more commonplace environmental education framework typically used in conservation education. The Next Generation Science Standards' (NGSS) innovative focus on increasing critical thinking, interdisciplinarity, as well as the Environmental Principles and Concepts' emphasis on real world environmental problem solving offered the cooperative setting for this type of pedagogy. It was theorized that the unit could assist community outreach of local conservation projects that involve controversial matters benefitting not only students but conservation goals. This dissertation used pre and post interviews as well as surveys to examine how the Swedish carnivore management framework played out in an educational context; how teachers' (n = 3) thinking about grizzly bear reintroduction changed after teaching the unit; and how students' (n = 101) attitudes and knowledge changed after the educational program took place. Finally, qualitative data was collected to explore teachers' (n = 6) ideas of how conservationists can work with schools to enhance the success of brown bear reintroduction in California. Findings indicated teacher thinking became more complex, rigorous, and nuanced towards grizzly reintroduction. These findings offer conservationists and educators unique insight into how knowledge interacts with attitudes in teachers and students for a large carnivore reintroduction context. This study takes the primary steps to create a pedagogical groundwork and concrete tools that could benefit schools while also improving management strategies surrounding the potential reintroduction of grizzly bears to the state of California, as well as other reintroduction projects that involve large carnivore or keystone species. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01