Analysis of the variety of education and outreach interventions in biodiversity conservation projects in Spain
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Journal for Nature Conservation, Jahrgang 23, 01.02.2015, S. 61-72.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Analysis of the variety of education and outreach interventions in biodiversity conservation projects in Spain
AU - Jimenez, Amanda
AU - Jose Diaz, Maria
AU - Monroe, Martha C.
AU - Benayas, Javier
PY - 2015/2/1
Y1 - 2015/2/1
N2 - The Convention on Biological Diversity recognizes education and public outreach interventions as key tools for biodiversity conservation. Reviewing 85 biodiversity conservation projects supported by the Spanish Biodiversity Foundation, we used multivariate statistical analysis to develop an empirical detailed list of environmental communication, education and participation (CEPA) actions and define the main characteristics of these strategies. We found that one-way dissemination of information to mass audiences was the most frequent intervention. When implementing education strategies, schoolchildren were the most common audiences, although training key stakeholders was the second most frequent education activity. Moreover, these interventions were more likely to use teacher-led instructional formats than lessons that engage learners in exploration. Participation strategies were rare. Finally, we provided some considerations to funders to guide their request for proposals related to CEPA interventions.
AB - The Convention on Biological Diversity recognizes education and public outreach interventions as key tools for biodiversity conservation. Reviewing 85 biodiversity conservation projects supported by the Spanish Biodiversity Foundation, we used multivariate statistical analysis to develop an empirical detailed list of environmental communication, education and participation (CEPA) actions and define the main characteristics of these strategies. We found that one-way dissemination of information to mass audiences was the most frequent intervention. When implementing education strategies, schoolchildren were the most common audiences, although training key stakeholders was the second most frequent education activity. Moreover, these interventions were more likely to use teacher-led instructional formats than lessons that engage learners in exploration. Participation strategies were rare. Finally, we provided some considerations to funders to guide their request for proposals related to CEPA interventions.
KW - Biodiversity
KW - Communication
KW - Conservation
KW - Education
KW - Participation
KW - Typology
KW - Sustainability education
UR - http://www.scopus.com/inward/record.url?scp=85028164807&partnerID=8YFLogxK
U2 - 10.1016/j.jnc.2014.07.002
DO - 10.1016/j.jnc.2014.07.002
M3 - Journal articles
VL - 23
SP - 61
EP - 72
JO - Journal for Nature Conservation
JF - Journal for Nature Conservation
SN - 1617-1381
ER -