Literaturnachweis - Detailanzeige
| Autor/in | Gray, Kathleen Marie |
|---|---|
| Titel | Characterizing Environmental Health Literacy Related to Fish Consumption Advisories: Knowledge and Beliefs of Informal Educators in a Southeastern State |
| Quelle | (2018), (133 Seiten)
PDF als Volltext Ph.D. Dissertation, North Carolina State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4382-8316-9 |
| Schlagwörter | Hochschulschrift; Dissertation; Informal Education; Public Health; Water Pollution; Science Education; Environmental Influences; Wildlife; Knowledge Level; Public Opinion; Self Efficacy; Teacher Attitudes |
| Abstract | Informal science education occurs in many settings, often without an explicit goal of teaching or learning science. Sometimes scientific content and practices are opportunistically encountered through daily activities. Such is the case with fish consumption advisories, which inform people who eat fish about their potential exposure to harmful chemicals. These advisories are issued by all 50 states, some tribes, and United States territories. Research has shown that awareness of advisories is generally low, particularly among the populations most likely to consume locally-caught fish. Limited research has been conducted in the informal science learning contexts in which such communications occur and about the role of informal educators in these contexts. The purpose of this study was to understand the environmental health knowledge, teaching efficacy beliefs, and educational practices of informal educators who share advisory information with fishermen. Semi-structured interviews were conducted with 24 educators and other environmental and public health professionals from institutions spanning environmental nonprofits, local governments, universities, and state environmental, health, and wildlife agencies. Participants also completed a knowledge questionnaire, a teaching efficacy survey, and a demographic survey. The theoretical frameworks of the Health Belief Model, social cognitive theory, and environmental health literacy informed this study. This research provided insight into the environmental health literacy of these informal educators and included a cross-case analysis of three educators who exemplified specific dimensions of environmental health literacy. Educators' knowledge of relevant environmental health concepts varied, and the potential adverse health impacts of consuming contaminated fish were not well understood. Educators in the study held health beliefs and teaching beliefs that were consistent with placing less emphasis on fish consumption advisory education. Specifically, many believed that the severity of harm from eating contaminated fish was moderate, even for susceptible populations. Their self-efficacy associated with teaching about FCAs could be characterized as low to moderate and showed that they were more confident in their ability to communicate about advisories than they were in their expectations that people would follow their recommendations related to FCA guidance. In the cross-case analysis, all three educators expressed dimensions of environmental health literacy, with variations based on the extent of their interactions with fishermen, connections to waterways under advisory, and organizational contexts. Overall, opportunities were limited for fishermen and their families to learn about FCAs from informal educators. Participants described a range of educational activities, only a subset of which were focused on FCAs. Notably, none of the participants were solely tasked with FCA education, and for some, it was incidental to their positions. Educators who had most direct contact with fishermen through planned programming were housed in the state wildlife agency, and these educators tended to be least conversant with environment health topics. Those who regularly addressed FCAs were housed in local governments and environmental nonprofits focused on water quality; and they tended to reach smaller numbers of fishermen, primarily through unplanned interactions along waterways. These results underscore potential challenges to communicating advisory information and opportunities for more effectively deploying informal science education resources to do so. Specifically, wildlife agencies are an important conduit to fishermen, and as such, could play a more active role in effective FCA communication. Local governments with direct connections to waterways under advisory also have opportunities to interact with large numbers of fishermen and develop planned programming. Targeted professional development on environmental health concepts relevant to advisories may better position these educators to educate fishermen about FCAs. Similarly, skills-based professional development, focused on preparing educators to take advantage of fishermen's intrinsic interest in learning about fishing, could improve educators' teaching efficacy beliefs and increase the likelihood that they share FCA information with fishermen. [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 | 2020/1/01 |
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