developing inquiry-based conservation education for winter nest cavity ecology carmen a. deleon ...

7/30/2019 Developing Inquiry-Based Conservation Education for Winter Nest Cavity Ecology Carmen A. DeLeon University of Idaho, McCall Outdoor Science School

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Developing Inquiry-basedConservation Education for

Winter Nest Cavity Ecology

Carmen A. DeLeonUniversity of Idaho McCall Outdoor Science School


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Merging Science with Education

Conservation Biology

Hands-on science inquiry for children


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Ecological Connections


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Woodpeckers Excavate Cavities


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Ecological Background

Twenty documented species rely on

woodpecker cavities in the Pacific Northwest

suggesting that woodpeckers function as

keystone species (Aubry & Raley, 2002).


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Ecological Background

Twenty documented species rely on

woodpecker cavities in the Pacific Northwest

suggesting that woodpeckers function as

keystone species (Aubry & Raley, 2002).

Cavities provide a favorable microclimate

and protection from predators during thewinter to animals unable to excavate

(Cooper, 1999; Loeb, 1993; McComb &

Noble, 1981).


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Conservation Relevance

Actions to conserve and manage areas for

nest cavities can help maintain ecosystem

function for organisms that may depend

on nest cavities for winter survival.


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Social and Science Conflict


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Problem Statement

The value of dead trees as an

economic commodity (Block & Finch,

1997)


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Problem Statement



1997)

The lack of visual aesthetic value

(Block & Finch, 1997; Hagan & Grove,

1999; Sheppard, 1995; Thompson &

Hanna, 1999)


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Problem Statement



1997)

The lack of visual aesthetic value

(Block & Finch, 1997; Hagan & Grove,

1999; Sheppard, 1995; Thompson &

Hanna, 1999)

Perceived safety risk (Thompson &

Hanna, 1999)


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Problem Statement

Educational resources?


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Proposed Solution

Adjust values and perceptions through

education


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Goals

Design a hands-on inquiry-based conservation

education curriculum

Meet Society for Conservation BiologyConservation Literacy Recommendations

Meet Next Generation Science Standards

Appeal to informal educators and classroom

teachers of 5-8th grade students


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Methods- Curriculum Model

Inquiry-based

Active questioning and investigation driven

by learner curiosity (Anderson, 2002; Haury,

1993; Martin-Hansen, 2002; Ng, 2010)


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Methods- Curriculum Model

Inquiry-based

Structured

Exact instructions and one outcome

Guided

Tools provided to answer a specific question

Open

Student determined question and methods

(Furtak, 2006; Haury, 1993; Ng, 2010)


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Learning Objectives

Encourage students to identify, observe,compare, analyze, reflect, and design

their own experiment.


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Learning Objectives- Concepts

Evaluate perceptions

of dead trees or snags.


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Identify cavity excavating birds and

secondary cavity users to make

ecosystem connections.


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Make observations outdoors.


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Hypothesize the potential benefits of

nest cavities as winter shelter and

analyze data.


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Synthesize information by conducting an

experimentabout animal shelters.


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Learning Objectives- Standards

Next Generation Science Standards

Physical and Life Sciences

Conservation Literacy

Biological Diversity

Ecological Integrity

Ecological Health


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Methods- Assessment of Originality

Internet research of nest cavity related

organizations

Contacting scientists

Networking with nest cavity scientists,educators, and other stakeholders


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Methods- Feedback and Evaluation

Peer review from classmates- interest

survey and lesson plan feedback

Summer Science Camps at Explorit

Science Center in Davis, CA and the

Pocatello Zoo

Contacting other network scientists and

educators


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Final Products- Format

MOSS 5-E Model Template

Digital downloadable visual aids

Available to teachers and MOSS graduate

students


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Predicted Learning Outcomes

Changing values and attitudes about

ecological importance of dead trees


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Multiple methods of influence are

effective in conservation education

Information and activity

(Ballantyne et al., 2007; Lck, 2003; Morgan

& Gramann, 1989; Moscardo, Woods, &

Saltzer, 2002).


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Elaboration Likelihood Model of Attitude

Change (Petty & Cacioppo, 1996)

Central Route of Attitude Change


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Analysis and synthesis of new

information aligns constructivist learning

theory


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Analysis and synthesis of new

information aligns constructivist learning

theory


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Change- Central Route

MotivationNovel

information

Data analysisand

assimilationinto scaffold


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Timeline

April- Pilot lesson plans due to Explorit Science Center,Pocatello Zoo

May- Confirm feedback volunteer contact information

May-August- Complete drafts of all lesson plans

June-August- Activity piloting at Explorit Science Center,Pocatello Zoo

August- Send lesson plans to feedback volunteers

August 31- Cutoff for feedback consideration

July-September- Adjust lesson plans according to

feedback

October- Draft of Final Products

December- Provide materials for MOSS winter training


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Many thanks to

Kerri and Lee Vierling for project ideas and

advice, Karla Eitel for proposal development

support, MOSS graduate students who have

pledged time to provide lesson feedback, the

CAVNET community for encouragement and

resource links, MOSS field group students for

creative input, and Explorit Science Centerand the Pocatello Zoo for volunteering to

pilot activities.


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Literature CitedAubry, K., & Raley, C. (2002). The Pileated Woodpecker as a Keystone Habitat Modifier in the Pacific Northwest. USDA Forest

Service General Technical Report, PSW-GTR-18, 257274.

Ballantyne, R., Packer, J., Hughes, K., & Dierking, L. (2007). Conservation learning in wildlife tourism settings: lessons from

research in zoos and aquariums. Environmental Education Research, 13(3), 367383.

Block, W. M., & Finch, D. (1997). Songbird Ecology in Southwestern Ponderosa Pine Forests (p. 152).

Cooper, S. (1999). The Thermal and Energetic Significance of Cavity Roosting in Mountain Chickadees and Juniper Titmice.

Condor, 101(4), 863866.

Furtak, E. M. (2006). The problem with answers: An exploration of guided scientific inquiry teaching. Science Education, 90(3),

453467.

Hagan, J. M., & Grove, S. L. (1999). Coarse Woody Debris.Journal of Forestry, (January), 611.Loeb, S. C. (1993). Use and Selection of Red-Cockaded Woodpecker Cavities by Southern Flying Squirrels. The Journal of Wildlife

Management, 57(2), 329335.

Lck, M. (2003). Education on marine mammal tours as agent for conservationbut do tourists want to be educated? Ocean &

Coastal Management, 46(9-10), 943956.

Martin-Hansen, L. (2002). Defining Inquiry: Exploring the Many Types of Inquiry in the Science Classroom. Science Teacher, 34

37.

McComb, W., & Noble, R. (1981). Herpetofaunal Use of Natural Tree Cavities and Nest Boxes. Wildlife Society Bulletin, 9(4), 261

267.

Morgan, J., & Gramann, J. (1989). Predicting effectiveness of wildlife education programs: A study of students attitudes and

knowledge toward snakes. Wildlife Society Bulletin, 17(4), 501509.

Moscardo, G., Woods, B., & Saltzer, R. (2004). The Role of Interpretation in Wildlife Tourism. In K. Higginbottom (Ed.), Wildlife

Tourism: Impacts, Management and Planning (p. 277).

Ng, P. (2010). Teaching science through inquiry. Proceedings of the Sunway Academic Conference, 1.

Petty, R., & Cacioppo, J. (1996).Attitudes and persuasion: Classic and contemporary approaches. Boulder, CO: Westview Press.

Thompson, R., & Hanna, R. (1999). Valuation of Tree Aesthetics on Small Urban-interface Properties.Journal of Arboriculture,

25(September), 225234.

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