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The purpose of this study was to assess the effects of two residential camp settings on the development of environmental attitudes by 4-H members (CA = 11-15 years). Subjects attending a 4-H Conservation Camp were randomly assigned to one of the two treatment conditions, the outpost camp setting (n=30), or the central camp setting (n=30). A control group (n=30) was comprised of individuals who had applied to attend camp but withdrew their application. Both treatment conditions received the same environmental education program delivered by the same instructors. Subjects in the outpost camp condition were assigned to one of three 10-person "families" where they slept in two-man tents, cooked all their meals over a wood fire, and, as a group, planned the recreational activities for afternoon and evening programs. Emphasis was placed on group decision making. Subjects in the central camp were assigned to cabin groups where the individual chose his/her spare-time activities, ate in a central dining hall, and slept in wooden, 10-person cabins. The Millward-Ginter Outdoor Attitude Inventory was the instrument utilized to pre and posttest all subjects on overall outdoor attitude, and specific attitudes toward environment, socialization, education, and pollution. Data were analyzed by employing the Kruskal-Wallis One Way Analysis of Variance By Ranks Test, the Wilcoxon Signed Rank Test, and a post hoc paired comparison's test. Results of the analyses indicated that the posttest overall outdoor, environment, education, and pollution attitude scores for campers in the outpost camp setting were significantly more positive from those in the control group or the central camp setting. Socialization attitude scores were significantly different between the central camp setting and the outpost camp but were not significantly different from the control group. It was concluded that the outpost camp setting was effective in the development of positive overall outdoor, environment, education, and pollution attitudes. Outpost camp setting's effect on socialization attitudes was inconclusive. / Ed. D.

Thesis (Ed. D.)--University of Hawaii at Manoa, 1991. / Includes bibliographical references (leaves 163-186) / Microfiche. / xi, 186 leaves, bound 29 cm

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Anthropocentric climate change is a defining issue of the twenty-first century. Considering the severity of the effects, a more appropriate term may be climate crisis. Further, the intensity of the climate crisis, whether it is more frequent natural catastrophes or record-setting heat, puts societies and ecosystems at risk. Even classrooms and students must endure rising temperatures within schools. Yet educators also play an inimitable role in preparing students for a world living in a climate crisis. This requires extensive work to promote understanding and work toward solutions. Over the past twenty years, climate change education has evolved from a topic covered primarily in science classes to a subject covered in all content areas. In social studies, educators focus on the intersection between the climate crisis and issues such as justice, migration, and economics. Yet one of the primary methods for getting people to care about climate change is often missing from social studies curricula. The role of place is usually left unaccounted for in social studies despite place playing an important role in changing individuals’ mindsets about climate change. In addition, the voices that need to be heard most, including those living in locations most susceptible to climate change, are often marginalized. This qualitative study explores how educators in a vulnerable locale account for place when teaching climate change by asking the following question: How/where do social science educators in vulnerable locales form a sense of their place, and in what ways is that sense of place used accounted for when teaching climate change? The sub-questions for this study include: What ecological and cultural experiences and learning inform conceptions of place? How do teachers’ conceptualizations of climate change engage with local and global discourses of land, people, and society? How do teaching contexts (such as place-based education or predominant native schools) create variation across these research questions? This study used various methods, including semi-structured interviews, sensory ethnography, and visual elicitation, to understand how teachers incorporated place into their teaching and how different perspectives of place can inform a more holistic approach to teaching climate change. The study took place in Hawai‘i, a state and former sovereign kingdom with one of the most unique ecosystems in the world. It is a Pacific Island that faces unique challenges from climate change. Moreover, Hawai‘i has a strong understanding of the importance of place that is present through its Indigenous roots and its educational systems. The findings suggest that through a network of embedded and embodied knowledge, participants developed a relationship with land that affected not only who they were as individuals but also how they taught climate change.

The investigation used the Ecological Footprint as an educational tool to assist Environmental Management and Water Care learners at Technikon Northern Gauteng, Soshanguve learners in gaining insight in their consumption of natural renewable and non-renewable resources and generation of wastes. In addition, it also aimed to assist them in understanding the ecological impacts of their behavior on the available international and national productive land and thus on planet earth. The results of the investigation indicated a significant decrease in the post-test questionnaire knowledge, attitude, and behaviour scores of the learner group. The implication however was clear; the Ecological Footprint did not directly have an effect on the attitude and behaviour of the learners but indirectly influenced the knowledge base of the learners, which then should have an impact on their attitude and behaviour over time. The Ecological Footprint could thus be an educational tool that could be incorporated into the curricula of the two academic programs at TNG, viz Water Care and Environmental Management for increasing knowledge and improving the attitude and behaviour of learners towards a more sustainable lifestyle. / Educational Studies / M.Ed.(Environmental Education)

The investigation used the Ecological Footprint as an educational tool to assist Environmental Management and Water Care learners at Technikon Northern Gauteng, Soshanguve learners in gaining insight in their consumption of natural renewable and non-renewable resources and generation of wastes. In addition, it also aimed to assist them in understanding the ecological impacts of their behavior on the available international and national productive land and thus on planet earth. The results of the investigation indicated a significant decrease in the post-test questionnaire knowledge, attitude, and behaviour scores of the learner group. The implication however was clear; the Ecological Footprint did not directly have an effect on the attitude and behaviour of the learners but indirectly influenced the knowledge base of the learners, which then should have an impact on their attitude and behaviour over time. The Ecological Footprint could thus be an educational tool that could be incorporated into the curricula of the two academic programs at TNG, viz Water Care and Environmental Management for increasing knowledge and improving the attitude and behaviour of learners towards a more sustainable lifestyle. / Educational Studies / M.Ed.(Environmental Education)

The purpose of this thesis is to provide a blueprint for the creation of the Free Spirit Children's Nature Center. The center has in mind the preservation of a habitat and will offer naturalist programs that enhance children's understanding and love of nature. The interactive nature of the experiences provided through the programs and activities will offer children a hands-on approach to learning that is developmentally appropriate. The primary role of the nature center is proposed to re-create a sense of connectedness to nature and generate healthy communities.