Provide agriculture landowners with written materials in addition to whatever other communication methods are selected. 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.
Findings Navigation: Browse by Audience; Browse by Theme; Browse by Best Education Practice; Browse by multiple topics
Fortner, R. W., & Corney, J. R. (2002) Finding 1
Determine whether teachers can implement topics. Check if:
- They have knowledge about the topics.
- They have a place to fit the topic in their curriculum.
McCowan, L. & M. Smolen. (2004) Finding 3
Identify specific education needs, for example the percent of households with drinking water that does not meet public health standards. Continue reading →
Hargrove, K. (2004) Finding 2
Implement a program design survey to
- Determine citizen perceptions and knowledge about water quality
Ingram, M. (2004) Finding 1
To encourage sustainable practices in application of fertilizers and pesticides on lawns
- Use a social marketing approach to understand and redesign educational outreach strategies.
- Identify barriers and benefits to the use of IPM by paid landscape managers.
Mahler, R. L., Simmons, R. and and Sorenson, F. (2004) Finding 1
Implement a program design survey to
- Assess public attitudes and interests about water.