For auto repair shops, provide a direct visit from an educator who provides an audit activity and information materials. Continue reading →
Best Education Practice: Class or Group
See below for: research findings about a class or group.
For the Class or Group, the learning experience:
- Presents accurate and balanced information, incorporating many different perspectives.
- Incorporates methods for assessing the value of the experience, especially as it relates to desired outcomes.
- Is based on and shaped by some form of needs assessment and use of a planning model (such as the logic model)
- Content and delivery is determined in cooperation with the target audience and stakeholders
- Is facilitated by quality instructors who have been trained in effective teaching methods and are supported by the program sponsor.
- Is designed to focus on a targeted audience and is built on an understanding of audience skills and interests.
- Is relevant to and accessible by people with diverse backgrounds and influences.
- Uses creative approaches.
- Values lifelong learning.
- Builds from key principles underlying environmental education. • Systems and interdependence are characteristics of the biological and natural order. • Natural sciences, social sciences, and humanities disciplines contribute to understanding of the environment and environmental issues. • Learner connections to immediate surroundings provide a base for understanding larger systems, broader issues, causes and consequences.
- Builds environmental literacy. • Questioning and analysis skills. • Knowledge of environmental processes and systems. • Skills for understanding and addressing environmental issues. • Personal and civic responsibility.
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Ashby, J. A., Beltran, J. A., Guerrero, M. d. P., & Ramos, H. F. (1996) Finding 1
Involve target audience in choosing and testing preferred technical approaches to solving a problem Continue reading →
Lanyon, L. E., Kiernan, N.-E., & Stoltzfus, J. H. (1996) Finding 3
Involve target audience in:
- Choosing and testing preferred technical approaches to solving a problem
Siemer, W. F., & Knuth, B. A. (2001) Finding 1
To increase ownership and empowerment, design programs to:
- View the behavior-change process as one that takes place over an expanse of time, in a combination of formal and non-formal settings, within the context of a supportive social environment.
Langston, A. (2004) Finding 1
Involve citizens in a watershed planning group by facilitating their understanding of the problem/situation. Continue reading →
Maben, J. (2004) Finding 2
In water-related organizations, include stakeholders as Board members Continue reading →
Ribaudo, M. O., & Horan, R. D. (1999) Finding 1
Look to these conditions for opportunities to provide education that is more likely to be effective:
- Actions that improve water quality also increase profitability
- The producers’ own water quality is at stake
- The on-farm cost of water quality impairments are shown to be sufficiently large
- Education is accompanied by training for management skills of immediate need to the producer