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231224s2016 xx |||||o 00| ||eng c |
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|a 10.1111/cobi.12702
|2 doi
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|a pubmed25n0865.xml
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|e rakwb
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|a eng
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| 100 |
1 |
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|a Haywood, Benjamin K
|e verfasserin
|4 aut
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| 245 |
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|a Place-based and data-rich citizen science as a precursor for conservation action
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|c 2016
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|a Text
|b txt
|2 rdacontent
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|a ƒaComputermedien
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|2 rdamedia
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|a ƒa Online-Ressource
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|a Date Completed 04.01.2018
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|a Date Revised 02.12.2018
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|a published: Print-Electronic
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|a Citation Status MEDLINE
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|a © 2016 Society for Conservation Biology.
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|a Environmental education strategies have customarily placed substantial focus on enhancing ecological knowledge and literacy with the hope that, upon discovering relevant facts and concepts, participants will be better equipped to process and dissect environmental issues and, therefore, make more informed decisions. The assumption is that informed citizens will become active citizens--enthusiastically lobbying for, and participating in, conservation-oriented action. We surveyed and interviewed and used performance data from 432 participants in the Coastal Observation and Seabird Survey Team (COASST), a scientifically rigorous citizen science program, to explore measurable change in and links between understanding and action. We found that participation in rigorous citizen science was associated with significant increases in participant knowledge and skills; a greater connection to place and, secondarily, to community; and an increasing awareness of the relative impact of anthropogenic activities on local ecosystems specifically through increasing scientific understanding of the ecosystem and factors affecting it. Our results suggest that a place-based, data-rich experience linked explicitly to local, regional, and global issues can lead to measurable change in individual and collective action, expressed in our case study principally through participation in citizen science and community action and communication of program results to personal acquaintances and elected officials. We propose the following tenets of conservation literacy based on emergent themes and the connections between them explicit in our data: place-based learning creates personal meaning making; individual experience nested within collective (i.e., program-wide) experience facilitates an understanding of the ecosystem process and function at local and regional scales; and science-based meaning making creates informed concern (i.e., the ability to discern both natural and anthropogenic forcing), which allows individuals to develop a personalized prioritization schema and engage in conservation action
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|a Journal Article
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|a acción colectiva
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|a aprendizaje por experiencias
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|a aves marinas
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|a ciencia informal
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|a coastal
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|a collective action
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|a costero
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|a experiential learning
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|a informal science
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| 650 |
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|a marine birds
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| 650 |
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|a sense of place
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| 650 |
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4 |
|a sentido de localidad
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| 700 |
1 |
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|a Parrish, Julia K
|e verfasserin
|4 aut
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| 700 |
1 |
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|a Dolliver, Jane
|e verfasserin
|4 aut
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| 773 |
0 |
8 |
|i Enthalten in
|t Conservation biology : the journal of the Society for Conservation Biology
|d 1989
|g 30(2016), 3 vom: 14. Juni, Seite 476-86
|w (DE-627)NLM098176803
|x 1523-1739
|7 nnns
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| 773 |
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|g volume:30
|g year:2016
|g number:3
|g day:14
|g month:06
|g pages:476-86
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|u http://dx.doi.org/10.1111/cobi.12702
|3 Volltext
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