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A COMNUNTI'Y ACTION PROGRAM IN CONSERVATION
EDUCATION FOR PRESERVICE ELEMENTAIN TEACHERS

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MARY ANNE COOPER

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ABSTRACT

A COMMUNITY ACTION PROGR W IN CONSERVATION
EDUCATION FOR PRESERVICE ELEMETTARY
SCHOOL TEACHERS

By

Mary Anne Cooper

Widespread environmental concerns have shown the
urgent need for more effective conservation education
programs at all levels of education and especially at

R
the college level. The problem undertaken by this study
is to design a course in conservation education for pre-
service elementary school teachers, based on a critical
re-examination of conservation goals, analysis of means
to reach them, a means of objective evaluation, and de-
fining procedures, materials, and methods required for
this course.

Goals examined indicated the greatest need lies in
finding a methodology responsive to (1) individual needs
for becoming effective, (2) immediate as well as general—
ized environmental information, and (3) the future job
requirements for teaching children conservation concepts
and principles leading to effective citizen action in

environmental problem-solving.

Mary Anne Cooper

An analysis of current methods and procedures was made
using these broad goals as guidelines and criteria. Results
provided direction for an innovative methodology of course
design utilizing an actual community and school as common
experiential references for course content and method.

A pilot study was designed and conducted Spring Quarter,
1969, at Michigan State University, to test this methodology.
Offered as a choice to students enrolled in the scheduled
conservation education course, major activities of the course
took place in the referrant community of Baton Rapids, Michi-
gan: laboratory, seminar seSsions, and classroom application
of student-designed lesson units in conservation. Evalua-
tion of the results strongly support achievement of goals.

Results of the pilot course are incorporated into a
course design having the following objectives. Means are
provided through units structured by design criteria and
performance goals. Objective evaluation is recommended as
described in the pilot study.

Goals for this course seek to:

l. Acquaint the student with scientific knowledge,
concepts, and principles specifically related to resources
and problems of a selected community environment; employ
procedures and techniques for investigating and interpreting
these concepts in context; provide the opportunity for the
student to design lesson plans applicable to a classroom
situation in the community, identifying environmental
[concepts and principles, and using appropriate techniques;

and put these into classroom Operation.

 

 

 

 

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Mary Anne Cooper

2. Design the course as a model for achieving these
goals which will provide learning experiences based on
individual differences in backgrounds, abilities, interests,
and goals.

3. Make it possible to simplify the complexity of
the environment for analysis by dividing the course into
units, but maintain interrelationships through high level
controls of the model.

4. Design the course unit contents and methods so that
these are adaptable to recombinations and act as resources
in situations beyond the immediate influence of the course.
The suggested technique is the design of instructional
modules.

5. Design and build into course design specific pro-
cedures for measurement which provide valid and objective

means for evaluation.

The study concludes with recommendations for further
study, applications of methodology and instructional
modules, and research on comparative means for selecting
the most effective course design to achieve conservation

education objectives stated.

A CONKUNITY ACTION PROGRAM IN CONSERVATION
EDUCATION FOR PRESERVICE ELEMENTARY
SCHOOL TEACHERS

By

Mary Anne Cooper

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Fisheries and Wildlife

1971

ti}

I dedicate this volume

and all it represents,

To my partner and dear Husband, Bob, who says,

"I married a thesis"

ii

ACKNOWLEDGEMENTS

I wish to express my appreciation for the
guidance and assistance given me by Dr. Gilbert
w. Mouser throughout this project which began in
a musty old office in a brownstone building five
years ago.

His consistant convictions and sincerity
are the underlying guidelines of this study.

My sincere thanks also go to the members of
my committee, Drs. Eugene Roelofs, William J.
Fields, and Julian Smith, for their help and
understanding throughout the study. Likewise to
the delightful team spirit which exists among the
Department of Fisheries and Wildlife which helped
me unhesitatingly and cheerfully in.ways too
numerous to mention.

Finally, I am humbly grateful for the faith
and constant support of my family, Keith, Corinna,
Kirby, and Bob, without which this would not

have happened.

iii

TABLE OF CONTENTS

Page
INTRODUCTION . . . . . . . . . . . . . . . 1
CHAPTER I, GOALS AND GUIDELINES . . . . . 4
Definitions 9 o o o o o o o o o o o o 9
Guidelines 0 O O O O O O O O O O O O O 10
The Study Focus . . . . . . . . . . . . 25
References .. . . . . . . . . . . . . . 27
CHAPTER II, ANALYSIS OF COURSE DESIGN . . 29
Course Method . . . . . .'. . . . . . . 29
Selection of Course Content . . . . . . AA
Selecting the Course Method . . . . . . #6
Costs . . . . . . . . . . . . . . . . . 48
References 0 I O O O O O O O O O O O O 57
CHAPTER III, THE PILOT STUDY . . . . . . 59
CHAPTER IV, ANALYSIS OF DATA . . . . . . . 93
CHAPTER V, COURSE DESIGN AND DEVELOPMENT . 127
Goals and Objectives of Conservation . 128
Course units . . . . . . . . . . . . . 130
sequenCing o o o o o o o o o o o o o 133
Instructional modules . . . . . . . . . 136
Design criteria . . . . . . . . . . . 138
Unit I, PhilOSOphy of conservation
Education . . . . . . . . . . . 140
Unit II, Ecology . . . . . . . . . . . 145
Unit III, Water . . . . . . . . . . . . 150
unit Iv ’ 8011 O O O O O O O O O O O O C 155
Unit V , TJJi ldlife C O O O O O O O C O O 159
unit VI , Plants 0 o o o o o o o o o o o 163
Unit VII, Forestry . . . . . . . . . . 165
Unit VIII, Recreation . . . . . . . . . 167
Unit IX, Problems . . . . . . . . . . . 167
References 0 c o o o o o o o o 0' o o o 171

p.
4

Table of Contents (Continued)

Page
CHAPTER VI, FUTURE DEVELOPMENT AND RESEARCH . 172
BIBLIOGRAPI-IY O O O O O O O O O O O O O O O O O 176
GENERAL REFERENCES 0 O O O O O O O O O O O O 180

LIST OF TABLES

Table Page

1 A sampling of individual differences
of students selecting pilot program,
including their selection of
teaching units . . . . . . . . . . . . . 81

2 Course evaluation of student questionaires,
Items in descending order of ratings . . 94

2.1 Personal Stimulation and motivation . 98
2.2 Basic Conservation Concepts . . . . 99
2.3 Course Format and Operation . . . . 100
2.4 Professional skills . . . . . . . . 101

3 General Comments on specific parts of
course . . . . . . . . . . . . . . . . 104

4 Course evaluation by in—service

teacher questionaire . . . . . . . . . . 110
4.1 Student-teacher evaluation 112
4.2 Value to School Curriculum 113
4.3 Value to children . . . . . . . . . . 113
4.4 Value to self . . . . . . . . . . . . 114

vi

LIST OF FIGURES

Figure Page

1 Selecting the course method among
feasible alternatives and desired
goal-seeking methods . . . . . . . . . 47

2 Flow chart model of cybernetics
system for course design . . . . . . . 61

3 Flow chart showing evolution and
system of Pilot Study . . . . . . . . 74

4 Scheduling for pilot course, showing
distribution of units over ten weeks . 75
5 Summary of course evaluation by
categories, in—service teacher
questionaires . . . . . . . . . . . . 116

6 Unit I schedule: PhiIOSOphy of
conservation education . . . . . . . 144

7 Unit II schedule: Ecology . . . . . . 149

Unit III schedule: water . . . . . 156

9 Unit IV schedule: Soil . . . . . . . 158

10 Unit V schedule: Wildlife . . . . . 162

vii

INTRODUCTION

By the late 1960's wide-spread environmental concerns
indicated that an effective conservation education program
in the schools was needed more than ever. Legislation pro-
viding air and water pollution controls, bond authorization
for parks and recreation, news media attention on environ-
mental "quality" with dire predictions, public alarm over
the population explosion-dwere stimulating an unprecedented
public response and involvement in conservation goals.

A great conflict of values and attitudes confused the
issues. Complexity of the problem-solving process required
knowledge about man's world in relation to the natural world
that was stimulating a search for answers and a demand for
action. It was a time for professional soul-searching.
Experts and educators found themselves in the spotlight.

It would appear that conservation education to meet
contemporary needs had not permeated effectively into the
domain of the classroom teacher.

This, in turn, suggested that teachers are not acquiring
effective knowledge and skills in pre-service education which

transfers to school and community environments.

 

 

 

 

 

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There is an urgent need for a critical re-examination of
conservation education goals, the means of reaching them, and
objective evaluation of results. A program is needed that is
scientifically valid, responsive to individual needs for be-
coming effective, provides a dynamic process for continuing
self education within a rapidly changing environment, and
transfers more predictably to future classroom situations.

As common practice, much of today's teaching and testing
do not go beyond the skills needed for knowledge and aware-
ness. Prevalent methods assume that curriculum content,
presented abstractly, supplies the necessary information,
attitudes, and values which may be transferred by the student
to a job situation. Clearly, more is needed in one or more
of these areas.

There is a need for a means of more closely integrating
multiple disciplines to understand environmental interrela-
tionships and ecological factors.

Conservation education must use new skills and educa-
tional technology to instill those values which manifest
themselves in a love of land and attitudes which provide
means of protecting it.

Finally, educators and environmental specialists need
to communicate and cooperate for a more efficient and effec-
tive use of their efforts and expertise, producing knowledge-
able and capable educators of our youth. Such a program
must permeate downward through the university and into the

community and school systems.

3

This study presents an innovative approach to conserva-
tion education for pre-service teachers designed to recog-
nize these objectives, provide a means for reaching them, and
a process for asSessing the accomplishment.

In the Winter and Spring of 1969 a pilot program was
conducted to test a course design specifically oriented
through content and method to an actual community and its
schools. Favorable results and new insights provide the
basis for a second phase of course design, extensions of the

course, and directions for research.

CHAPTER I

GOALS AND GUIDELINES

Conservation began in conflicting values: the right
defined by technological progress to exploit the resources
for short term economic gain, and the right defined by
man's trusteeship to manage these resources over time.
Interpretation often equated conservation with preservation,
and man's use with trespassing.

As progress continued to be measured by increasing
technology, a new dimension was added to "what" was being
used, with questions of "how", again a conflict of values:
the services considered essential to man for limitless
progress and the complementary disservices of progress,
considered destructive to the natural resources and, there-
fore, to dependent man.

The close association of conservation philosophy with
historical development, in the growth of urbanization caused
the conservationist to state that "as man becomes progress-
ively urbanized his intimate association and interaction
with natural resources diminish and with it his awareness of
his dependency on them. It is imperative that man wherever
he lives comprehend his welfare is dependent on 'proper'

1
management and use of these resources".

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Thus, one goal of the "new conservation" must accomodate
values of man-made systems with practical natural history.
Conflict of values now come from polarization of fundamental
principles and from interdisciplinary commitment. It has
been stated that: "We are beginning to shift from a convic-
tion that Yankee ingenuity will, somehow, solve every problem,
to an understanding that science and technology can solve
physical problems only. For conservation this means that the
base is broadening from the technologies based on natural
sciences to include a wide array of the social sciences,
among them obviously political science, public administration,
economics, and law, and, somewhat less obviously, social
psychology and anthropology".2 This is to be interpreted as
providing a wider spectrum of applications for, rather than
limiting, the natural sciences.

Although conservation leadership shifted its concerns to
include human ecology, conservation education in the schools
remained relatively unchanged. A leading conservationist
noted, in 1968: "Most programs are oriented primarily to
basic resources; they do not focus on community environments
and associated problems. Few emphasize the role of the
citizen. There is a vital need for an education approach
that effectively educates man regarding his relationship to
the total environment".3

Therefore, the second goal is a recognition that con-

servation concerns as "interdisciplinary" are studied most

6
effectively in connection with community environments,
focused on resources in the context of their associated
problems. The student becomes involved as a member of the
community and develops an awareness and method for action
appropriate to situations, meaningful to himself.)+

When school courses place a major emphasis on content,
or information, as the goal, it becomes an orderly coverage
of categories, tested in the same manner. Achievement of
higher levels of learning requiring synthesis and analysis
of information is demonstrated by recall-skills. Guided
throughout by the teacher, responses may reflect the student's
ability to conform to teacher-objectives rather than indi-
cate he can reject and accept concepts and make valid
inferences.

Therefore, a third goal is to supply the information
necessary for comprehension through methods which develop
student-directed learning, structured within the experiences
to which the information applies. Referring to Dr. Edgar
Dale's,gggg 2: Learning, this requires a systematic analysis
of specific learnings in the selection of methods.

Conservation education for pre-service teachers implies
a goal related to the future job situation. Therefore, in
addition to information oriented to increasing student under-
standing, there needs to be a recognition of the progression
of learning by children. In transferring college course

learnings to classroom applications, for example, a teacher

I

7

encounters two common problems: .(1) Putting abstractions into
an experiential framework; and (2) identifying stages in the
child's understanding of concepts, towards abstract, analytic
thinking. A teacher may follow pre-conceived units which are
either over or under the abilities of the children and, there-
fore, boring and unproductive; or a teacher may "borrow" units
from source material which are attractive to the teacher and
reminiscent of a college course, but more appropriate to other
grade and subject levels. The popular recommendation, K-12
approach, infers there is an orderly progression of conceptual
learning which reinforces and contributes to the highest poss-
ible degree of learning; analysis and evaluation are skills
which make a more effective citizen and teacher.

A fourth goal, then, is to provide information and method
in addition to those basic to the course, directed towards the
job situation with a demonstrated potential for being transfer-
able within the influence of the course.

The nature of community conservation concerns, themselves,
make this possible. Legislation providing air and water pollu-
tion control, bond authorization for parks and recreation, news
media attention on widespread environmental problems stimulate
inquiry and involvement in conservation topics which make it
quite natural to include these in the school curriculum. The
teacher, firmly entrenched in a well-structured, demanding
schedule, has limited time and background ability to research
'these topics, include them in unit plans, attend to their con-

'tinuity in the K-12 program and, in general, integrate them

8
into the on-going curriculum. If conservation topics are pre-
sented as a "unit in the text", a static body of facts, it
may do more to inhibit and finalize discussion on these topics
than stimulate action.

With this in mind a fifth goal follows closely as a com-
posite of all preceding goals. Definite attention is directed
towards establishing a procedure for the course which becomes
a model for continuing self-education of environmental, con-
servation education.

These goals which recognize current conservation philos-
ophy are general and capable of broad interpretation. To be
effective they must become specific, be accompanied with a
plan for implementation, and produce results identifiable
through objective, valid means. This makes it possible to
look at course design as a dynamic process, sensitive to
changing needs of students, environmental developments, educ-
ational technology, etc. It also provides for research
methods in periodic course redesign.

Therefore, the sixth and final goal requires that course
design includes implementation, objective means of evalua-
tion, and Opportunity for research.

These goals are summarized as follows:

1. The "new" conservation education accomodates values of

human ecology with study of the natural sciences.

2. Conservation as interdisciplinary is studied most

effectively in community environments, focused on

resources in the context of their associated problems.

In

9

Basic background information is structured within
the experiences to which the information applies,
using methods which develop student-directed
learning.

Information and method are related to the future
job situation, demonstrated as potentially trans-
ferable within the influence of the course.

A procedure for the course is also a model for
continuing self-education about environmental,
conservation education.

The course is designed to include implementation,

objective means for evaluation, and opportunity

_for research.

order to incorporate these goals into a course

design, the following definitions of terms used and guide-

lines to relevant concepts provide "frames of reference".

Definitions

1. Instructor: This term refers to the teacher or teachers

of the course in conservation education at the college

level.

2. Student: An enrolled member of the class in conservation

education, this young adult is usually but not always a

pre-service teacher.

3. Children: These are the youth or pupils in a public

school classroom, usually elementary school.

10
4. Pre-service teacher: This refers to a student in the
course who is working towards a degree in Education.
5. In-service teacher: This is a full-time teacher, employed
by a public school system, having full responsibility for

a classroom.

Guidelines
I. Course philosophy
A. Environmental education:

This term is used throughout the text as compat-
ible with "conservation education" in contemporary
thinking. The term grew out of the need felt to bring
divergent interpretations of conservation under a uni-
fying banner. It grew out of the urgencies of the
times and called attention to expanded goals, such as
"human ecology in addition to the natural sciences",
and "interdisciplinary in scope". A widely accepted
definition for environmental education has been form-
ulated by Dr. William Stapp, University of Michigan,

as follows:5
Environmental education is aimed at producing
a citizenry that is knowledgeable concerning the
the biophysical environment and its associated
problems, aware of how to help solve these prob-
lems, and motivated to work towards their
solution.

Within this definition, three important concepts are

examined for the purposes of this study:

ll
Concept of becoming knowledgeable or informed:

The student must become knowledgeable regarding
the bio—physical nature of the environment. Conserva-
tion education has a core of factual knowledge or
concepts about the natural resources in the physical
environment. However, by the definition, "resources
are . . . those parts of the biophysical environment
which are appraised by man as being immediately or
potentially useful to him". Therefore, other ingred-
ients of environmental conservation literacy include
knowledge of man's uses, management, preferences, and
abuses of these natural resources. A temporal-spatial
consideration requires, further, a knowledge of the
past, present, and future status of these resources
with respect to their supply-demand function. And,
categories which formerly encompassed only soils, water,
wildlife, plants, and minerals now include human
ecology, open space, recreation, and esthetics.

The complexity and comprehensiveness of the inform-
ation outlined above points to the need for a selection
process for making meaningful combinations. Emphasis
on an environmental problem, on the resource category
itself, or on a specific area of interest to the learner
provide valid alternatives to becoming informed, in a

relevant manner.

12

Teaching to achieve this goal involves the recogni-
tion of degrees and rates of comprehension. This may be
contingent on the gggg for a given level of understand-
ing, beyond the desire for achieving the highest lgygl
possible. These are complex variables but may be arti-
culated when goals are well defined. Academic goals
which require a competency based on single variables
such as information-recall, produce equally narrow re-
sults and are not measures of course objectives which
are broad in scope. When consideration is given to de-'
gree, rate, and need these goals may be specified in
terms of behavior and may specify a continuum of learn-
ing beyond course influence.

A final consideration regarding the interpretation
of this concept is time or spatial design. This relates
to the various combinations of sequencing courses, pre-
scribing prerequisites, and/br arranging units within
the course. Conditioning factors may be external to
the course, such as other course work; or, internal,

such as flexible scheduling and instructional technol-
ogy.
Concept of attitude:

Attitudes are complex internalities and should be
measured in terms of action or behavior. Goals define

this action which must be measurable by valid, object-

ive means. However, there are certain built-in

13
limitations which must be considered as secondary, con-
tributing factors: (1) Conditions of the course, in
the presence of the subject matter, may produce posi-
tive or aversive (negative) responses;6 (2) Conse-
quences of course experiences may produce these re-
sponses also, which may be inseparable when interpret-
ing the conservation attitude; (3) Performance may be
imitative or conforming and not indicative of attitude.

Attitudes are measured currently by questionaire
and may be expressions of group value systems. They
do not reflect necessarily a subsequent action or ins
volvement but may indicate a potential. Controlled
responses of this kind may not represent the same
attitude or value when transferred to a situation in
another context.

Measuring attitudes is a hazardous undertaking
since the observed behavior depends on complex factors
including knowledge, skills, and personal response to
environmental stimuli. Gilbert F. White attempts to
simplify these deterministic factors by grouping them
into four sets: the decision situation, the individ-
ual's experience with the environment, his perception
of his role, and his competence in dealing with its
complexity.7

Achievement of attitudes that lead to decision-
making and action.must be equated and defined in terms

of (l) the University's ability to effectively

14
mobilize and direct its professional expertise towards
empathy as well as accuracy in the design of an envir-
onmental course; and (2) the student's achievement in
putting course concepts into real-life situations, in
the community or classroom. Through recognition of
these as separate yet interrelated, greater control of
course content and methodology provides for evaluation
and research.

The more distant environmental studies become
from the complex, dynamic situations themselves, the
easier it is for professionals to over-simplify or ig-
nore phenomena that they consider irrelevant to their
areas of competencies. In so doing they tend to shape
policy without being challenged. When instruction is
in context, students may accept or reject conclusions,
make discoveries, and formulate action in a way that
is more closely related to problemésolving situations

encountered with classroom responsibilities.

Motivated to work for solutions:

Defining motivation as it applies to course design
requires a recognition of individual differences in
backgrounds, needs, and interests. A high proportion
of matching between what is presented and the student's
existing cognitive structure, creates the degree of
dissonance necessary to make the student become a seeker

of knowledge, motivated to search his environment for

15

clues and answers.8 Not only does this provide motiva-
tion for inquiry, a means of assimilating learnings at
the student's highest level, but it also provides a
method for continuing self-education.

Innovations in instructional methods which place
emphasis on curriculum content, materials, and attract-
ive presentations to supply the required motivation for
learning assume all students have sufficiently similar
backgrounds, experiences, interests, and goals to use
it.

Interdisciplinary

Although this term is not a new one, it has been
applied in practice to wide variety of situations that
seek support from it rather than contribute clarity of
meaning to it. More precise meaning has been attempted
by applying alternative terms, such as "multidisciplin-
ary" and ”multi-variant". In supporting programs of
this kind, the White House Office of Science and Tech-
nology investigated the variety of programs claiming
this problem-focused approach and found only a very
few which they considered "genuinely effective multi-
disciplinary".

In their judgment, these programs had two things
in common: "they had substantial influence or complete
control over faculty hiring, promotions, and other
rewards, and they enjoyed flexibility in introducing

new course work and curricula and in devising degree

 

II.

 

 

16

programs. Also, in most cases the successful programs
'were found to have the direct support of one of the
university’s more senior administrators who could
help provide resources and protect the program from

'traditionally minded faculty members'."9

II. Relationship of course to university function:
A. Responsibility to the community:
"The university sees itself in the functional role
(1) to provide students with optimum opportunity for
learning from the heritage of the past, for gaining
experience in use of their intellectual and creative
capacities, and for developing themselves as concerned,
responsible, humane citizens; (2) to extend the fron-
tiers of knowledge through research; (3) to provide
society with objective information and with imagina-
tive approaches to the solutions to problems which can
serve as a basis for sound decision—making in all areas."
And, in order that this be interpreted in future as well as
as present programs, a restatement of purpose adds,
"The primary purpose of a University is to provide an
environment in which faculty and students can discover,
examine critically, preserve, and transmit the knowledge,
wisdom, and values that will help ensure the survival of
the present and future generations with improvement in
the quality of life".10
These broad commitments permeate throughout basic

functions of research and teaching but have special

17

meaning for conservation courses. Interpreting (3)
above, the function is defined in terms of providing
communication between course and community within the
scheduled time of the course. An efficient method
for teaching and learning, a recognition of the exist—
ing "state of the art", and an opportunity to evaluate
on the basis of goals in a more realistic manner, are
attractive benefits. With the community as the focus,
a high-level control of interdisciplinary content is
possible. Using a "cybernetics" approach, the commune
ity with its complexity beComes the "systems-analysis"
and introduction of multi-variate inputs are inter-
related through a "cascade" system of feedback which
provides for an inner consistency and a building of
concepts throughout.ll

This is consistent with the other functions stated

in the definition which specifies actions such as

"discovery", "preserve", and "tranSmit".

Cooperation between education and science researchers:
Basically, the university functions in two broad
areas, research and teaching. Professionals in bio-
phySical, social, and education science occupy both
spheres within departments, but when combining disci-
plines the teaching function is the one most commonly
employed. For example, interdisciplinary courses in

environmental education such as the one taught at the

18
University of Wisconsin consist of a series of lectures
by departmental specialists who present basic concept-
ual material about their discipline, interrelated by
sequencing.

However, putting these research professionals on a
team with teaching professionals to design and construct
a practical course would combine specific scientific
knowledge, appropriate techniques and skills, instruc-
tional technologies, and dynamic sequencing. This
focuses on method as the route towards achieving such
goals as student involvement, individualized instruc-
tion, higher learning skills, and a more meaningful
synthesis of the separate disciplines.

In a pioneering venture initiated by the U. S.
Office of Education to study the application of research
and development strategies for the improvement of educa-
tion practices, Arthur Livermore, AAAS Commissioner for
Science Education remarked: ". . . one of the impor-
tant things that happened as the curriculum groups
organized and developed their programs was that scien-
tists and teachers collaborated, each learning from and
educating the other. This c00peration has produced
needed and significant changes in science curricula.
Changes which could not have been effected by either
scientists alone or teachers alone. This cooperation
must . . . continue. Science curriculum research is

a continuing activity and the best minds in science and

IV.

19
the best minds in education must be devoted to it."12
Course Content: Minimum understandings

While it is difficult to obtain agreement on the
validity of concepts which must stand on their own merits,
it is simpler if these concepts are applied to specific
situations for specific purposes. A criterion used for
this purpose is: "The subjects shall be expected to be
important twenty years from now."

This also points out the selection process necessary
when confronted with the variety of fascinating environ-
mental items: any subject area has the potential for a
research project. By focusing on a particular aspect of
the environment, it is possible to define the background
material which applies to it and gives it both depth and
breadth. This justifies the elimination of other concepts
which are also basic but are relatively unimportant.

This selection process allows the student to participate
in the determination of relevancy of information and
materials, a desirable skill of problem-solving.

Careful selection of environmental areas which illus-
trate basic principles, problems, and resources makes it
possible to include understandings presented in the con-
ventional course and to provide opportunity for research

in which method is the independent variable.

V.

20

Course Method

A.

Community action program
Orienting the course to the environment is a
determining factor for course content and methods:
relating student involvement to the school and
community requires further provisions for choice.
Open-ended experiences may be pre-designed and
applied to particular resources and generalized
communities, but students determine the precise
experiences through observations, explorations,
and innovative applications.
Individualized instruction
Students enrolled in conservation education re-
present a cross section of the University's curri-
cula. In a lecture series this may result in un—
avoidable redundancy and reduced learning to some
extent for an undetermined number of students.
Improved course efficiency is possible through
combinations of a variety of teaching methods which
employ opportunity for student choices. This does
not imply teaching on an individual basis but, rather,
provides a means of matching course input with
student backgrounds and desired outcomes.
Individualized education is essentially the
adaptation of instructional practices to individ-
ual requirements. Three major factors are in-
volved, each of which defines a set of variables
in the system: (1) Educational goals; (2) Ina
dividual capabilities; and (3) Instructional
means. Qleg are defined to suit the individual,

as when individuals choose different courses of
instruction for different desired vocations;

21

The term individual capabilities refers to the
capabilities that the individual brings to a
particular instructional situation; these are
influenced by prior background and schooling.
Instructional means, which include what is
taught, are dictated by both the nature of the
individual's capabilities and the nature of his
educational goals. These three factors may change
in the course of one's education or one's life,

but in any particular span of time, during a

specific teaching act, it is assumed that a

particular educational goal or level of compet-

ence is to be attained; that the individual has
particular capabilities; and that there is avail-
able a set of instructional means and conditions
relevant to assessed capabilities and to criteria
of competence.

It is difficult for the student to make choices
which result in a good balance of inputs and outputs
unless the concept of output is harmonious with the
goals of the course. When these are content-oriented,
the student is reluctant to explore any areas other
those indicated by the instructor since course object-
ives are based on recall. Student choice is often
made obediently and from boredom rather than from ex-
cursions into an enrichment which could also result
in grade losses.

When goals of the course relate to behavior, the
student may build on background information already
acquired through discovery, inquiry, inference, and
application related to a performance.

This study investigates techniques of methodology
applied to common experiential reference of community
and school, to provide individualized instruction

defined by behavioral objectives.

C.

22
Related to future job situations:

Definition of this feature of conservation educa-
tion for the pre-service teacher is directed towards
materials and information which the student may use
or expect to find in classroom teaching. It refers
also to providing opportunities for student-oriented

projects related to school and community environments.

VI. Evaluation:

A.

Feedback

Student performance as a goal is structured by
means of a progression of experiences designed to match
the student's levels of learning. As such, they pro-
vide a means for diagnosis of accomplishment and an
opportunity to improve the on-going process, student
achievement, and ultimate goals. Grading is based on
this continuum rather than static, periodic testing.
Objective evaluation, stating degree of quantity and
quality, is obtained from defined performance require-
ments.

Behavioral objectives:

Performance equated in terms of behavioral object-
ives has certain limitations. It is by no means new,
dating back to concerns in 1919 that results be ob-
servable in order to predict and direct human activity.
In modern usage it was "discovered" by those designing
systems and electronic analyzers, as appropriate for

setting up objectives. However, other applications

23
of this technique could, through improper use, narrow
the range of materials develOped, particularly those
seeking to promote higher levels of learning, or ab-
straction. The following identifies some of the
functions served by behavioral objectives:

A behavioral objective is a goal for, or a
desired outcome of, learning which is expressed
in terms of observable behavior or performance
of the learner. The use of behavioral objectives
may serve several functions:

1. To identify those student behaviors which
correspond with a given set of content or
process materials in a curriculum and to
guide instructional planning to achieve
those behaviors;

2. To provide criteria for the selection of
learning experiences;

3. To provide a means of evaluating the outcomes
of any instructional experience;

4. To provide criteria for analysis and revision
of learning experiences in terms of the orig—
inal or newly discovered objectives.

Prior to and during the use of behavioral objec-

tives, value-laden questions regarding what con-~

stitute worthwhile objectives must be considered
along with the ever-present search for unantici-
pated, but worthwhile, outcomes.
Recognizing these limitations prepares the way for an
objective use of this technique in instructional design,
subject content, teaching style, and student learning.
By examining the broad concepts contained in the
definitions and guidelines, it is evident that a major
consideration must be given to the processes or methods

of conservation education as design criteria for an

24

effective course. Clay Schoenfeld, a pioneer in this philos-
ophy, made the observation that "while we recognize the essen-
tial importance of strengthening existing disciplines, the
essential nature of environmental quality looks toward . . .
teaching. . . that transcends traditional lines of endeavor
and is concerned with the wholeness of the relationship be-
tween man and his surroundings. So we address ourselves to
laying a basis for action, to elucidating choices in land and
water use and relating them to general values and social ob-
jectives, and to providing integrated approaches to environ-
mental quality conservation."l5

A beginning point for "laying a basis for action" lies
in pre-service teacher education where the student is shaping
a philosophy, gathering "ammunition", and can take "one more
course" for the job ahead. In—service teachers, however more
oriented to the precise needs of their jobs, are immersed in
the demanding routine of fixed responsibilities, are psyche
ologically past academic striving, and have only fractionated
moments to contribute to the complex of environmental informa-
tion, attitudes, and action.

A combination of pre—service and in—service conserva-
tion education to provide a continuum is, of course, attract-
ive. If a methodology, initiated in pre—service education,
does in fact provide experiences which relate to the job
situation, focuses on community-school resources and problems,
provides for individualized instruction and a continuum of

learning, a combination should be possible and profitable.

25
The Study Focus

 

A research program is outlined which seeks to analyze
conservation education concepts previously discussed.
Particular emphasis is placed on the organization of these
concepts into separate units, each defined and controlled to
contribute to total objectives. These objectives are related
to performance criteria in an environmental setting which
corresponds to an ultimate classroom teaching situation.
Evaluation of the performance provides a means of comparing
behavioral objectives with job requirements. Controlled re-
vision is through step-wise feedback mechanisms. The effec-
tive system then serves as a model for the teacher, as a
process for teaching, and as a method for the student's own
continued self-education.

Chapter II formalizes a decision-making process for
selecting a course methodology through consideration of
alternative ways to achieve these goals. Defining limiting
factors, costs, and desirable outcomes as design criteria,
an optimum, viable choice of alternatives is made.

Course objectives as guidelines recognize design
criteria, time, and facilities. Behavioral objectives
define the end point or desired outcomes hoped for as
evidenced in student performance.

In Chapter III these are made operational in a model
course through unit designing, content selection, sequen-
cing, and feedback procedures. These are put into opera-

tion as a Pilot Study.

26

A discussion of the general methodology, information
gathered, and results follow in Chapter IV. Evaluation of
the system and units provide a comparison of performance,
with objectives, and of objectives with teaching require-
ments.

As a result of the analysis of alternatives, the
formulation of design criteria, course objectives, and Pilot
Study, and new insights, a revised course design emerges.
Revision is also considered a function of dynamic course
design, flexible to change as well as to a wide range of
environments and teachers. Adjustment to the units, indica-
ted by the feedback control mechanisms, are discussed in
Chapter V. These constitute a "cascade type" control,
whereby each unit is designed to contribute to the total
system; recommendations for revision apply to these units
without changes to the over-all course objectives.

A suggested course design is presented in this chapter,
using design criteria and performance goals to define ten
units based on generalized community resources, but specif-
ically referring to the community of the Pilot Study as an
example.

Suggestions for further study and research conclude
the study. In Chapter VI the course continuum is also

explored.

4.

27

CHAPTER I REFERENCES

William B. Stapp. "A Strategy for Curriculum Develop-
ment and Implementation in Environmental Education at

the Elementary and Secondary Level, Based on Environ-

mental Encounters". Professor of Conservation, School
of Natural Resources, University of Michigan. 1969-70
(Mimeographed)

Stanley A. Cain. "The New Conservation" Remarks at the
Contemporary Club, Herron Museum of Art, Indianapolis,
Ind., Nov. 19, 1968. (Mimeographed)

William B. Stapp. "Environmental Education" Definition
and major objectives of environmental education were
developed in a graduate seminar in the De t. of Resource
Planning and Conservation. (Mimeographed . P.2.

In experimental program students and teachers became
involved in environmental problems, developing a course
in water pollution which encompassed nineteen high
schools in Tilton, New Hampshire and secured the support
of the Ford Foundation and Dept. of Interior. After the
second year, the students themselves wrote the report:
"The atmosphere at Tilton this summer was an important
factor in the success of the prbgram. The participants
were excited and involved in the program. Involvement
is the key to a course like this. Students must get
interested enough so that they are actively curious about,
for example, the effect that a rise in the nitrate level
will have on all aspects of a body of water. This type
of involvement cannot be obtained by lecturing to
students. It has to be generated by the student who
wants to find things out for himself."

"Part of the Institute's purpose is to make science
education have some bearing on the real world. What
better way is there to get students involved in what
they are doing than to have them study something that
affects them in everyday life? While studying real
problems, students realize that real problems are complex
things. To solve these takes more than just following a
procedure. The student must think about what is being
done. This process sometimes breaks down the divisions
between disciplines. The student comes to the realiza-
tion that good intentions are not enough; that he must
know something about chemistry, physics, biology, and
even social science to understand the problems of the
river." Benjamin Kohl, and students. "Barriers Fall",
Environment, 18 (November 1970), Pp. 40-43.

10.

ll.

12.

13.

11+.

150

28

William B. Stapp. "Environmental Education", P.9

Robert Mager. Developing Attitudes Toward Learnigg.
Fearon Publishers, Palo Alto, Cal. 1968. P. 49.

Henry Jarrett, Ed. Environmental guality ig,g Growigg
Economy. Johns Hopkins Press. 19 . Chapt. 5,
"Formation and Role of Public Attitudes", by Gilbert F.
White, P. 120.

B. E. Voss and Stanley Brown. Biology fig Inquiry.
C. V. P‘IOSby C00, 1968. Pp. AZ-ho

"Environmental Studies: Office of Science and Technolog ,
United States". Reported in Science, 166 (Oct. 31, 1969 ,
P. 851. From a White House Staff Report by John Stein-

hart and Stacie Chernizck, "The Universities and Environ-
mental Quality: Commitment to Problem-Focused Education".

University of Wisconsin: "The Purpose and Function of the
University. UFA Document 50. Prepared for presentation
to the University Faculty Assembly, April 15, 1970.4

V. G. Drozin. "Cybernetics" Science Teacher. 367(Nov.
1969), P. 21.

"Curriculum Research in Science". Research and Develop-
ment Towards the Improvement 9: Education. Edited by
Herbert J. Klausmeier and George T. O'Hearn. Dembar
Educational Research Services, Inc. Madison, Wisc. 1967.

William W. Cooley and Robert Glaser. "The Computer and
Individualized Instruction". Science. 166 (Oct. 1969)
Pp. 574-582.

Bill D. Engman. "Behavioral Objectives: Key to Planning"
Science Teacher, TST Forum. 35 (Oct. 1968), Pp. 86-7.

Clay Schoenfeld. "Towards a National Strategy for
Environmental Education" University of Wisconsin,
Madison, Wisc. March, 1968.

CHAPTER II
ANALYSIS OF COURSE DESIGN

The fundamental concepts of conservation education
described in Chapter I provide guidelines to use in form—
ulating and evaluating course designs. In consideration
of these, course objectives are formulated with clearly
defined goals that provide a basis for selecting methods
and content. This chapter will use this process for
analyzing and selecting alternatives to a methodology and
content for a course in conservation education. Evalua-
tion of the program is made through measurement and ob-

servation of behavior sought by goals and method.

Course Method

Selection of course methods is directly related to
clear identification of goals. It has been noted that
the most meaningfully stated object "is the one that ex-
cludes the greatest number of possible alternatives to
the goal".1 Therefore, basic objectives desired will be
defined by identifying their basic concepts and purpose
as follows: (1) Academic course scheduling and time span;
(2) Individualized instruction; (3) EXperiences related to
the job situation; (4) Methods of teaching conservation

29

30

related to the job situation; (5) Community action program.

1.

Academic course scheduling and time span:

The existing provision for conservation education
is for two courses, scheduled over two ten-week quarters,
for course credit of four hours each. These are sequen-
tial in numbering, but neither is a prerequisite of the
other. Records show that only a relatively small per-
centage of students take both courses. Scheduled at the
present time are three one-hour lectures and one two-hour
laboratory each week, although other time blocks may be
arranged within this course structure.

Selection of a one-quarter course, offering four
credit hours, provides for flexible scheduling, facili-
tates student scheduling, and makes it possible to
design a research project using concurrent classes and

procedures as controls.

Individualized instruction:

Certain observations and principles define individ-
ualized instruction as a necessity and prepare the way
for design criteria. In the first place, students en-
rolling in present courses in conservation education
are in their junior and senior years and have varied
environmental and academic backgrounds and goals. While
the majority are pre-service elementary school teachers
there is also representation from specialty fields of

the natural resources and recreation. Backgrounds vary

31

from broad, basic survey courses in the sciences to a
high degree of specialization. Personal interests and
abilities have resulted in a wide range of environmental
understandings and values and an across-the-curriculum
range of subject specialties. Goals have the same broad
range, including teaching in a variety of communities,
at all levels, and resource management and recreation.

Secondly, it is the purpose of conservation educa-
tion to build action-oriented attitudes and apprecia-
tion through comprehension and evaluation of principles
governing man's environment. Structuring the course
around broad comprehension and general application is
not enough. This awareness must be internalized by the
student to the extent it becomes a personal commitment
to action, demanding further analysis, synthesis, and
application. There is a direct relationship between
degree of assimilation and extent of effective transfer
to life situation which is a goal of conservation educa—
tion.

A third point is a qualifying one. As mentioned
above, there is a wide range of goals represented among
students. These serve to condition quantity or extent
of information and skill required to reach desired goals.

Matching student differences to goal requirements
without providing methods for individualized inStruction
would be extremely difficult if not impossible, espec-

ially within the course scheduling time span. Provisions

32
for additional information, applications, skills, resources
and references are made in anticipation of needs of the
job and student. Establishing prerequisites for various
jobs; analyzing student background, capability, and goals;
setting objectives and criteria are means of preparing
routes for individualized instruction.

This is fundamental to the learning process which seeks
to match an individual's fund of knowledge with new learnings,
arousing a conflict that stimulates inquiry. "The ability
to ask questions is directly proportional to the individual's
fund of knowledge and his ability to understand that expand-
ing knowledge is gained only by asking questions."2

Progress is evaluated individually with variations in
performance. These need not be tests, which are often nega-
tive stimulation, but goals in themselves based on perform-
ance. Through feedback procedures students may monitor
their own progress.

With the objective of helping the student acquire the
most effective conservation education, the course progresses
towards increasing student—directed and instructor-resource
orientation. Optimum achievement is a dynamic process of
conceptualization and inquiry, a continuous self-education,
and an assured transfer of conservation attitudes into the
job situation.

Individualized instruction provides experiences meet-
ing individual differences and need not be a function of

class size. Procedures and methodologies are, therefore, an

 

 

33

important feature of course design.

In summary, design criteria for providing individual-

ized instruction are:

a. Pre-test procedures will be given to identify each
student's entering competencies, experience, and
background and used to prescribe the student's
program.

b. Students will make choices of desired experiences
relevant to their individual interests and goals.

c. Students will achieve competency measured by per-
formance criteria established for those experiences
selected.

d. Procedures and methodologies provided for individ-
ualized instruction will not necessarily limit

class enrollment.

Experiences related to the job situation:

One of the most common requests heard from teachers
is for method: "how-to-do—it" techniques. This is so in
spite of the fact that technologies, publishing houses,
educational organizations, etc. have all contributed to
an impressive array of "hardware" resources for science
and conservation education.3 And, closer to the problem,
resource consultants and in—service courses have been
making contributions to this need by localizing teaching
concerns, pinpointing resources, and concentrating on

a unit approach.

 

 

34

Teachers most successful with illustrative method-
ology seem to be those distributing it, documented through
use in a successful program. A few of these soon reappear
in an ever~widening assortment of modifications as, for
example, programmed learning methodology in the past and
systems analysis presently.)+

In short, effective methodology originates as a pro-
duct of a creative problem-solving process. This is a skill
that can be taught. Needed are the target situation,
problem in .context, involvement in effecting solutions,
evaluation, and experimentation. After the process is
repeated and its flexibility recognized, the individual
explores innovations among alternative solutions. A creative
methodology is on its way.

Conservation education is ideally suited for the
experiential approach, related to a target situation in
the schools and/or community. It is an effective means of
relating basic concepts to specific environmental applica-
tions, to synthesize the topic categories of conservation
through contextual means, and to relate these understandings
to problems and values. By adopting behavioral objectives
in place of informational objectives, the effort spent on
"cramming" for examinations is spent more profitably on the
problem-solving process and on the acquisition of interpret-
ative skills. This is stimulating and motivational.

In environmental context, conservation concepts pro-

vide insights into relationships external to the planned

 

 

\lili’)

35

experiences. These often create unexpected, illogical

encounters which require flexible reactions on the part

of the student. These not only focus on value systems but

on depth of perception. These are learning situations

unique to real experiences and, as such, contribute to the

transition from academic to job situation.

A course designing conservation learnings around the

specific environment of a community and its schools sacri-

fices the more comprehensive coverage of environmental

education presented in the academic environment. However,

a method which successfully promotes problem solving, value

judgment, and motivation for action also promotes a contin-

uous learning process.

Therefore, a summary of design criteria for experi-

ences related to the job situation include:

a.

Working c00perative1y with the schools and community,
students will apply conservation concepts to situa-
tions harmonious to on—going programs and resources.
Students will apply problem-solving and inquiry
techniques to field projects in conservation.
Students will demonstrate that they can design and
use effectively environmental experiences which
teach a selected unit the best way.

Resources of the community will be used as a labor-
atory for teaching conservation concepts in context.
Students demonstrate procedures designed for pro-

ducing appreciation, awareness, values, and attitudes.

4.

36

f. Students will design experiences which explore
conservation concepts in subjects other than
science.

iethods of teaching conservation related to the
teaching situation:

It has been pointed out that conservation educa-
tion is ideally suited to a method of instruction uti-
lizing environmental experiences. Carefully designed
experiences serve two principal purposes: (a) a focus
on understandings and interpretations to deepen the
student's own abstract knowledge, and (b) skills,
techniques, and information applicable to job situations.
Ideally, both are included. However, the pursuit of
information often dictates a methodology which is less
than that desired of the teacher in a job situation.
Methods involving problem-solving, student choice,
inquiry, and creative involvement are minimally prac-
ticed.

An effective conservation education program seeks
higher levels of understanding than that achieved by
applying comprehended material abstractly in the form
of generalizations or single solutions. Critical
thought develops in an environment about which isolated
facts need analysis, synthesis, and qualifying solutions.
The teacher is a very important part of this process

requiring skill in inquiry.

37

At any level of understanding, the search for
evidence which confirms abstract thinking, produces
higher levels of comprehension, and,in the experience
of the pre-service teacher, it serves as a more effec-
tive means of transfer. These environmental experiences
make effective use of simple tools for measuring, test-
ing, and comparing as a means of inquiry.

Conservation, basically related to the natural
sciences, has always carried an association with science
teaching. Consequently, teachers whose science back-
grounds and preferences for this subject are minimal
avoid conservation education as "outside their capabil-
ities". It is extremely valuable, therefore, if during
pre—service education conservation applications are
provided through other units in social studies, art,
math, and English.

Most encounters utilizing the natural environment
in the schools are a type of enrichment which are struc-
tured independently of the on—going unit plan: school
camping, recreational skills, field trips. These util-
ize "experts" as resource people in the specified con-
servation categories. A less-structured utilization
involves the school site and neighboring community re-
sources with the teacher as resource expert. These en-
counters represent informally structured lessons,
teaching segments of on—going units in this way in a
most effective manner. The real-life situation is a

laboratory for the classroom.

38

Another advantage for a greater concentration on
the method of teaching conservation lies in the possi—
bility of providing a dynamic continuum. Not only does
this provide a way to "teach as taught" and a method
for continued self-education, but also indicates a
censistent and efficient approach to in-service train-
ing and extension of university program.

Criteria for methods of teaching conservation, re-
lated to the teaching situation and to the teacher's
need for information, understandings, and interpretation
are:

a. The student will interpret environmental observations
to demonstrate understandings of such basic conserva-
tion concepts as are presented within the topical
content of the course.

b. Course content shall include those tOpics and related
ones which are most relevant to school, community,
and environmental problem areas of concern to the
students.

c. Course content and sequence will provide methods and
materials for the learnings required by the scope of
the cOurse and projects of the students.

d. Students will construct simple demonstrations which
require investigation of basic concepts of the course.

Chosen by individual students, these are open-ended.

39

e.£kudents will use various tools for investigating

mndronmental phenomena either in a learning or

teaching situation.

i\ Students will select and design lessons in subjects
other than science.
Conservation education within a community action

program:
It is difficult to find agreement on what are con-
sidered the basic concepts of conservation.
Dr. Clarence Messner approached the problem by

assembling "a series of key statements which identify

good conservation education in the school. These state-

ments have been evaluated for importance by a select

jury of conservation educators. Following each criter-

ion or key statement, is a series of specific statements

of practice. This objective form points to specific

measures an elementary school may use in setting up a
satisfactory conservation pregram".5 Because it is so
comprehensive, it has a wide application suggested.
Categories are philosophy, personnel, program, organiza-

ticul, principles, subject topics of conservation, all

.related to the school system.

jRepresenting another approach, Dr. Robert Roth seeks

to broaden the base by including more disciplines and

broader coverage. He asks: "What should a person

know about environmental management education in order

to function as an effective citizen?" His study

40
resolves lll concepts that were found acceptable by.
90% of 350 scholars from 40 professional areas and
a number of ecological regions. His categories are:
environmental management, management techniques, econ-
omic envirOnmental problems, environmental ecology,
adaptation and evolution, natural resources, socio-
cultural environment, culture, politics, the family,
the individual, and psychological aspects.

He states that the investigation "is an attempt to
provide a structure of important ideas which may be
helpful to educators at all school levels in developing
meaningful programs of environmental management educa-
tion. A focus on environmental management that is
different from the traditional agrarian approach is
needed; one which will bring man, physical and cultural
environments, and their interrelationships into a diff-
erent structural organization for instruction and under-
standing.

Both studies represent approaches which have multiple
uses and no specific applications or focal points in real
life. Dr. Roth says about his study, "It will provide
an organized structure of the important environmental
management concepts as a suggested base for instruc-
tional purposes. This and other follow-up studies may
help answer such questions as: 'How, in what environ-
ment(s), and at what grade level(s) should the various

environmental management concepts be taught?'".

41

In recognition of the need for specificity, Dr.
Exilliam Stapp identifies grade themes with concepts.7
Iiis program includes an orientation, field trip, and
'teacher training for each unit. Categories include
grade themes oriented to the physical environment in
the elementary school, expanding into the social
sciences in the upper grades. Conducted by resource
people, these experiences are provided for all stu-
dents and occur once or twice a year for any one
class.

Dean Bennett expands grade themes to segments of
the environment: the school, neighborhood, community,
region. Concepts are based on environmental problems.
The teacher is prepared and assisted by an environ-
mental education specialist who uses community and
school resources upon which to build the program and
concepts.

Although the basic disciplines of conservation
have become more complex, defining of concepts need
simplifying clarification in order to comprehend the
problems and work towards solutions. Application to
specific areas of the environment provides a conceptual
framework in which this process takes on a personal
meaning to the one involved, causes comprehension
and motivation for inquiry.

There is a frequently heard criticism about the

amount of information a student or teacher should know

 

42

inn order to teach conservation or become effective in
ihandling environmental problems.

If it is considered that "goals for conservation
educators must be to provide the student with a set of
experiences in and out of the classroom that will
guarantee he really does have the concepts he needs
to make effective decisions",9 this defines a life-
time process if well done, and unsatisfactory if the
student is not effective. If, however, more precise
goals relate this information to experiential refer-
ences, segments of the environment, then selection is
made through a rational process which is a learning
experience with goal-testing action. This could be-
come a way of life.

Therefore, selection of concepts is an important
part of the design process, both for the course and
for a process which is a skill for the student and
teacher.

The method used for selecting concepts for the
course are based on the needs of the student for be—
coming a well-informed citizen through dynamic inquiry

and a teacher alert to these needs in his own students.

 

 

43

A summary of the objectives and desired outcomes

as described are outlined below. These will be used

for selecting among alternatives, the course method

best able to put these into operation:

1.

Individualized instruction

a. Analyze student differences
b. Provide instructional techniques
c. Provide for student choices within:

‘.__

1. Subject content
2. Experiences offered
3. Progression towards student-directedcourse

AW: "

Experiences related to job situation:

a. Select concepts related to school curriculum

b. Select concepts related to community resources

c. Students design teaching units

d. Students teach and evaluate units in schools

e. Apply concepts and units to different curri
ulum subjects

Methods related to job situation

a. Design course as a model for students
b. Present experiences as open-ended inquiries
c. Relate concepts to:

1. Everyday phenomena
2. Broad scientific dimensions of the problem

d. Teach each unit as a complete experience
Community action program

a. Divide course into practical environmental units

b. Relate concepts to an immediate environment,
close at hand

c. Relate concepts to basic scientific knowledge

d. Demonstrate course content as a continuum:

1. School grades

2. Community resources

3. Interrelated physio-socio-politico-economic 4
structures

44

Selection 9: Course Content

Having discussed the philosophy for selecting con-
cepts within a community action program, the following
categories are illustrations of application:

Background information on conservation:

Following the selection of the target community,
general topical information about conservation is devel-
oped through an introduction to the community's physical,
social, and economic resources. This is an exercise in
reconnaissance. Important resources and socio-economic
structures are identified, illustrating broad concepts
such as the land—man ethic, preparing the way for a more
precise analysis of the environment. Local resources
are related to regional, state, and national resources in

terms of historical develOpment and importance.

Historical and philosophical orientation:

Evolving from the survey and reference materials is
an awareness of the dynamic growth and changes, viewed in
spatial relationships. Causal relationships analyzed by

students culminate in hypotheses for later investigation.

Natural resources of the community:

Identification of the natural resources important to
the life of this community focuses on ecological principles.
Categories of natural sciences are interrelated with those
of the human community. Central and basic ecological themes

are selected, such as those stating interdependence, change,

P

45
diversity, and adaptation, and structured into experi-
ences throughout the course.

Problem areas of the community:

Students select a problem area in the community to
devehnbas a class throughout the duration of the course.
lids is done in consultation with community leaders.
FTom.this, concepts will be developed which illustrate
the interdisciplinary complexity, management, and decision-

making process. This is open-ended.

School curricula:

Students designing unit experiences for the schools

relate these to interests and grade level of the children
in consultation with in—service teachers, and to the

on-going curriculum, using curriculum materials available

to the children. Students may use school site development,

resource areas, community problems, or whatever emphasis

matches their individual criteria.

46

Selecting the Course Method

The summary of objectives and desired outcomes
developed earlier is used in the following chart,
together with a comprehensive selection of course
methods and procedures, presently being followed9
or proposed, for the purpose of determining the
best possible method for a course designed with
these objectives and goals.

Although it is recognized that the present
process for selecting course method is far from being
precise and largely intuitive, the process points to
this as a possible method for purposeful and objective
course design, given additional information. There is
a need for clear and precise statements of course ob-
jectives, stated in terms of desired outcomes which
are testable and observable. This would provide an
objective means of evaluation, better use of a wide
range of course materials, methods, and procedures.

Within the limits of this study, this method is
being used for analysis and evaluation, together with
other conditioning factors, such as cost, which con-
tribute favorable and unfavorable factors for imple-
mentation. These will be the "building blocks" for
calculated change and work towards increasing effici-

ency in course design and performance.

47

Feasible Alternatives

"

 

 

 

 

 

 

 

m a m
9. ts >60 0) c:
«4 'U c: :4 (Du-l o o
t. s 0 4o §+J :: ha
{—4 :9 Loot-4 +3 0 a) <00)
m on mm s H 3m
U om oatm. a a
a one OOthHm4M)
oaapswuaom snow
«4 cog-e cm is: ex am
In. IL) La HA n+1 me: An
Procedures and Methods
Individualized Instruction
Measure student diff.
Instr. Techn., multi-media A
Student choices: Content
Experiences _

 

Projects ' i

 

Experiences = Job situation
‘ .
SChOOIISlte dev.

 

 

Community Resource areas

 

Student-Designed Tea. Units 1

 

Student classroom exper.

 

Units for Soc.St.,Math, Etc.
Methods = Job situation

 

 

 

Course design, a model __
Open-ended inquiry exper.

 

 

Invest. everyday phenomena
Scientific invest. techn.
(hmmnunity-School related info.

Cons. units compl.,modular

 

 

 

 

Selected,scientific, valid
Continuum, experiential ref.

 

 

'Through school prog. K-12
Community ecology

 

 

 

 

 

 

 

 

 

Phys-soc-econ-pol. concept

 

F34;..1.--Selecting the course method among feasible
alternatives and desired
goal-seeking methods

48

Costs

Defining and ordering new methodology for desired

outcomes must be followed by implementation in order to

detenfimm if chosen alternatives are viable ones for

course design. The following is a consideration of

favorable and unfavorable factors for implementation:

A” Factors favoring implementation:

1.

Individualized instruction
Educational techniques and technology for
learning are available to supplement other course

methods and provide for individual rates and

levels of learning. Techniques, such as programmed

instruction and simulation offer an opportunity to
increase depth and breadth of information and per-

mit student choice so that this does not serve to

intensify requirements. Involvement by the student

:is provided by integrated materials and activities.
‘These are the same kind as have been used for
'teaching skills, and the "state of the art" is
salch that these have exciting developmental possi—
lxilities for the academic subjects as well. These
have a potential for increasing efficiency in

learning for the individual student.

Integration of subject categories:

"Interdisciplinary" achievement through the

11863 of real community situations utilizes the

4.

49
common experiential reference, and focuses inform-
ation, skills, activities, and student projects on
Problem-

specific problems of the environment.
The

solving techniques of research are utilized.

emphasis shifts from a sequence of disciplines to

units composed of disciplines. It is a "natural"

approach. Learnings relevant to specific situa-

tions are reinforced by repetition and amplifica-
tion in other situations having related founda-

tional information. In addition to integrating

subject fields, the student becomes a part of the

environmental situation, stimulating learning,

attitudes, and action.
Teach-as-taught consistency of method:

The technologies of education, methods of re-
search, and use of the environment are all applic-

able to in-service teaching skills and citizen partic-

ipation in environmental problems. Interpretation

of concepts to apply to the learning levels of

children and to specific job situations are provided

within the sc0pe of the course.
Relevancy of a university course to community:

Including cooperation with a community as a

part of the course introduces dimensions, disturb-

ances, and enrichment to the course which are seldom

included in courses designed for efficiency in

structuring learning of concepts. Yet these make

50
the course relevant to the community problems for

which learning of concepts is desired. As the

student becomes involved personally, he may make

discoveries beyond the precise learnings designed,
often modifying them. This provides direction for
the student and course design as well. It is a

healthy, reciprocal inter action between University

and community.
Motivation for learning:

Motivation is directly related to effective

structure and sequencing. Instructional technol—

ogies are well structured, and student-directed ex—

periences are controlled through feedback procedures;

environmental disturbances outside course content

are anticipated in course design. Unitized struc-

ture of the course provides sub-system analysis and

evaluation for close contact with student achieve-

ment.
Use of university resources:
These may be used either as a team approach or

as reference resources. It is possible, also, for

the professional staff and departments of the Univer-
sity to train teachers for interpreting all

disciplines and to prepare teacher-manuals for assis—

tants, on environmental units.

7.

51

Supplementary resources

So-called "hardware" of conservation education
has been produced in great variety because of demand
enm.current interest in environmental education.
The.course designed to use the environment would find
many more uses for these than one focusing on the
isolated resource. In addition, supplementary mater-

ials designed to fit the needs of a well—structured
program have a modular nature which, as a total
"package" could find wide application. Creating such
materials is a process which becomes a skill of
learning as well as teaching.

Cooperative responsibility

The University shares the responsibility for
teaching and learning with the student, community,
and school system since all take part in the process
and effective content. The University structures a
professionally designed course; the student arranges
his time under flexible scheduling and individualized
instruction, requesting and choosing resources frOm
‘the University complex; the community and school
supply staff assistance, curriculum materials, and
classrooms. All share a common interest and benefit.
.Azmethod which may be applied to more than one school
system, developing materials transferable to
teaching situations, may logically expect cooperation

from these interested sources.

52

B. Factors limiting implementation

1.

Cost
Any program incorporating off-campus activities

nmst consider a budget for its operation. Justifica-

tion.for this must come from analysis of course

benefits in terms of learning efficiency produced by

this particular course design. This may take the

lengthy route of educational research. Funding may
also be a matter of policy with restrictive condi-

tions. Grant-supported funding may be short-termed.

Time

General course scheduling is oriented to campus
facilities. To comply with varying requests of
students, diversity is provided through a great many

combinations of time. Thus, a course which permits

flexible scheduling by students and individualized
instruction may face conflicts with other schedules
which makes it difficult to supply course services,
facilities, materials, and assistance upon demand, at
all hours. In addition, logistics problems may reach

ea level of confusion to the student and impair the

quality of the intended learnings.

'Externalities

'These are events and/or disturbances which occur
outside the planned system or program of instruction.

These are limiting factors when they distract from

53
rather than stimulate the learning experiencie. Ex-
amples of such factors are continued student con-
fhsion and frustration reacting to flexible course
design, failure in communications and/or responsi-
bilities which involve one or more persons; situations
occuring for which adequate preparation is lacking;
natural, largely unavoidable catastrophies such as
adverse weather conditions, illness, etc. These
provide positive stimulation for learning if the course
design recognizes and provides for them, considering
them job hazards with which to cope.

Institutional constraints

Legal and financial responsibility of the Univer-

sity must be compatible with arrangements made in-
volving external resources and physical transport.
In addition, desirable inter—departmental coopera-
tion and communication may require formalizing to
comply with procedures, requirements, curricula, and
needless repetition of any course features. Re-
lationships such as these often depend upon capable
staff personnel who provides qualified and acceptable
leadership. Where it is desired to work within ex-
.isting structures and philosophies in order to facili-
tate enrollment, implementation, and research techniques
ilzrmay be difficult to avoid the conventional grade

curve requirement or credit-hour time limitations.

 

51+
Finally, course progression from structured to self—
directed involvement by the student requires that the
instructor is trained in the knowledge and skills ex-

pected. Use of a team of experts further complicates

this requirement .

Representing a real situation
While it is difficult to establish a generally

acceptable definition of what constitutes a real ex-
perience, there are certain minimum requirements

which may be established in advance and, if accom—

plished, satisfy the requirements. These are provided

through behavioral objectives. While these will be

defined in detail at a later point, these are designed
to (1) provide a valid measurement of course objectives
through student performance in situations described by
criteria; (2) show gains in performance and comprehen-
sion through comparison of early experiences with tenm-
inal behavior; (3) objectively evaluate the roles of
school and community personnel involved in experiences
of students for achieving course goals; (4) supply con-

tinuous information about student achievement as feed—

back control accompanying field experiences. Since

these are student-directed, results depend on ability

and motivation of the student, adequacy of measurement

devices, and validity of criteria.

55

6. Defining the goals of a conservation education course
Complex factors contribute to what should be in-

cludaiix1a.course in conservation education without

further complicating it with a process-design. Subject

nutter,"to become informed", covers an astounding breadth

of accountable knowledge to be recognized.

Attitudes, values, and action for conservation goals
are expected which, at the university level, compete
with a wide assortment being presented concurrently.
Supposedly, attitudes develop from logically presented,
scientifically valid, empirical information--even though
research evidence exists to the contrary.

On the other hand, a system which includes student
involvement in field experiences is considered on the
basis of being less efficient in use of time for ex-
tensive information retrieval, preciseness of observa-
tions and examples, number of concepts covered, and
utilization of instructor time and effort.

The interdisciplinary nature of the problem is

reflected in the interdisciplinary complex of expertise

needed to solve it: educators, who must interpret;

scientists, who must find sound answers; economists,

wflu>1nust pay; Etc. The compatible midpoint is reached

through a cooperative team effort which not only guides
broad policy but contributes key concepts to specific

experiences in real communities for live teachers in

concerned school systems. Even then it will not be a

solution; it will be the procedure for problem—solving.

 

56
An appropriate conclusion is a remark made by the

Morris R. Lerner, as president-elect of the National Science

Teachers' Association, in addressing a regional conference

of science teachers: "This is not to say we need a mega-

curriculum or that there are no common denominators, but

rather to stress the idea that process and content are not
enough: we must include context. For it is the setting,

the context which will give meaning to the content and

process and enable us to choose alternatives adequate to

a changing world . ."lo

 

l.

57

CHAPTER II REFERENCES

Robert F. Mager. Preparing Instructional Objectives,
P. 10.

B. E. Voss and Stanley Brown. Biology ag In uir , P.15

As an example, Professor Donald A. Vannon, State College
in Pennsylvania polled a survey of college methods for
teachers regarding (1) If you had unlimited funds with
which to work, what would you consider the best posse
ible program to have to train prospective teachers in
elementary science? (2) What do you consider to be

the single most important weakness in students taking
your methods course? and (3) What do you consider to be
the single most important behavioral objective which
you wish students to acquire in your methods course?

He found a high requirement for methods, among other
things. Science and Children, September 1969, Pp.lO-ll.

Anthony G. Oettinger and Sema Marks. Run Computer
Run: Mythology of Educational Innovation. Pp. 53—8.

Clarence Messner. Evaluating g Pro ram 9§_Conservation
Education in the Elementary School, 19 6.

Robert E. Roth. "Fundamental Concepts for Environmental
Management Education, K-l6". 1969.

William B. Stapp. "A Strategy for Curriculum Development
and Implementation in Environmental Education". P.35.

Dean Bennett. "Organization and Operation of the Yarmouth
Maine Environmental Education Program". 1969.

Basis for the judgment made in the chart comes from the
following references:

H. K. Hungerford and C. hnapp. "Conservation Education
Problems and Strategies". P. 31

C. E. Knapp. "Conducting a Field Trip as an Organization
Pattern for Instruction" P. 26.

58

Everett M. Hafner, et al "Ecography", P. 7.

F. Kenneth Hare. "How Should We Treat the Environment?"
P0 3530

George Macinko. "Environmental Education at Dartmouth".

P. 13.
Alan Voelker. "A Competencies Approach to Teacher
Education" . P . 37. r

J. Dudley Herron, Coordinator. Pre-service Science
Education 9_f_ Elementary School Teachers.

 

"Teacher Education: Issues and Innovations"

lO. Morris R. Lerner. "The Ecology of Science Teachers".
Pp. llJr-l7o

CHAPTER III
THE PILOT STUDY

A pilot program was put into operation in the Spring of
1969 to test the methodology of a community-oriented action
program in conservation education for preservice elementary
school teachers. For the purpose of descriptive investiga-7
tion and dynamic redesign, a "cybernetics loop"l method or
system'was selected as an orderly approach to organizing

the complex of variables being identified and interrelated
in designing the course.

Cybernetics and systems analysis share common concerns,
procedures, and terminology for identifying and organizing
complex information into meaningful interrelationships.
Systems analysis is generally considered as handling the
more "practical" engineering type problems while cyber-‘

netics is more applicable to scientific and educational
situations where a model for Aobjective analysis and a means
of interdisciplinary communication are desired.
An important part of the system are control mechanisms
called "feedback" mechanisms, which are means of maintain-

ing an operationally sound system. The originator of the

59

 

6O

term,lkuhert Wiener (19h8), considered a ship as a model

of a cybernetic system: "It consists of (l) a captain who

sets the destination and communicates it to the pilot,
(2) the pilot, who compares the destination with the pre-
sent position of the ship, (3) the surroundings which pro-

vide the pilot with feedback information about the position

cu'the shipiand about dangerous points to be avoided,
(A) a.steersman, who follows the steering commands of the

pilot, and (5) the oarsman (the engine), which provides the

energy for motion. The feedback information received by

the pilot from the surroundings, which requires a change in

course of the ship to reach the destination, is called

negative feedback information."
In the example given the component parts of the system

are called "subsystems". When these operate as controls

or feedback in relation to each other for the purpose of a

whole, integrated operation, the term "high level control"

or "cascade control" is applied.
The basic model being used for the course design is

shown in Table 2.

6l

Causative Factors
outside the
system which
upsets system

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Desired condition Acts to
selected by some reduce
goal-seeking process discrepancy
IV.
Disturbances
I. II. III. VI.
,. . . . '—- H Actual
Goal-seeking 1 Administration System Condition
V.
Information *—
Feedback
Observed'and
Reported by
some system
DESIRED OBSERVED
or
TESTED

Fig. 2.--Flow chart model of cybernetics
system for course design

62

Inzelation to course design, this may be applied

as follows:

I.

II.

III.

IV.

V.

IJI o

Goal-setting

A. Course goals

B. Performance goals

Administration

A. Pre-course arrangements with community and school
B. Design of units: content and activities

C. Identification of student backgrounds, interests,
and goals

System
A. Operation of units
B. Student performance

Disturbances
A. Natural: environmental events, change
3. Consequential:

1. Conditions that surround a subject

2. Interactions with a subject

3. Reaction of others towards a subject 3
4. Perception of events as positive or aversive

nformation

Pre- and post-test

Written reports by students
Student teaching units

Evaluation questionaire by student

Evaluation questionaire by in—service teachers
and administrators

F. Terminal interview with student

LIJUOUjbi-l

Actual conditions

‘A. Analysis of data

:8. Course redesign

(3. Development and research

63

I . Goal-setti ng

A. Course goals:

The purpose of this course is to prepare a

mnMent to take an active, more effective role in

unmervation education in a future job situation by

pnmfiding learning and teaching experiences in con—

servation within the context of actual community

resource areas, including the schools and children,

cuienting these experiences to student backgrounds,

needs, and goals.

Performance goals:

1.

Students shall become familiar with basic concepts
of ecology, soil, water, wildlife, vegetation,
recreation, and outdoor education as they relate
to specific community and school areas and ex-
periences.

Students shall become familiar with one or more
community resources having special significance
'to the community and/or school system and be able
'to make interpretations based on relevant conserva-
‘tion.concepts and field experiences.

:Students shall design conservation units from
course concepts and demonstrate their ability to

apply them in on—going programs in the community

and schools .

 

64

II . Administration
A.I%e-course arrangements with community and schools:
1. The community
The c00perating community of Eaton Rapids,
Michigan was selected for having expressed an
interest in putting a conservation program into
the curriculum, as a member of the Tri-County

Outdoor Education Committee, for being within

a favorable (not too close, not too far) commut
ing distance from the university; and as repre—
senting a semi-rural, suburban, residential
community.4
2. The school system
The school system welcomed the opportunity
of continuing the development of their outdoor
education program. Two of three elementary
schools participated; all grades K-8 were re-
presented by one or more sections. They agreed
to (l) furnish a complete set of curriculum
materials for each grade as reference materials;
(2) meet with the students in the conservation
laboratory on the campus for orientation;
(3) work with their assigned student in preparing
units so that these would be relevant to the on-
going programs, the philosophy of the school,
and the interests of the children; (A) fill out

an.evaluation sheet at the end of the project.

65
Only one of the cooperating teachers had had
course work in conservation education, and she
was the only one, also, who incorporated any
outdoor experiences into her program.

School officials wished that emphasis and
development be directed towards a recently ac-
quired outdoor site of approximately 40 acres '
adjoining a school site. A frugal citizenry had
opposed the acquisition and teachers were not
making use of it. It was a fortunate choice for
course emphasis as well, since the use of a
natural area represents the traditional approach
to conservation education, simplifying course con-
tent and shifting more effort to course method.
Topics were developed with special emphasis on
school and community resources and problems and
an effort made to provide environmental overview.

B. Design of units: content and activities
Total course time occupied ten weeks (a quarter)
offering 4 credit hours. As designated by the catalog,
'this represents three one-hour lectures and one
two-hour laboratory a week. Redesigned, time blocks
consisted of three weeks of preparatory activities

axxi seven weeks of community involvement, all flexi—

bly arranged .

66

Preparatory sessions consisted of assigned readings;
field trips to community, school, and resource areas;
joint meetings with in-service teachers for unit planning;
and a weekend experience in school camping.

Assigned readings, spanning course content as an over-
view, included choices to avoid duplication of past read-
ings. Summaries and a culminating test were required.

Field trips to the community consisted of the orienta-
tion to community and school given new teachers, conducted
by one of the principals.

Introduction to the natural area was arranged in co—
operation with the in-service teachers and a professional
workshop. It was conducted by representatives from the
Soil Conservation Service and the Michigan State Extension
Service, who mapped the area into habitats. Both groups
of teachers considered applications of this information
to learning situations. The pre-service teachers had
the Opportunity of observing current thinking of the in-
service teachers on conservation and environmental topics.

A sugar—bush in Operation was explored as a resource
area. Marketing of maple syrup is an industry in this
section, rapidly becoming mechanized. The early process
still being operated by human resources alone was the
object of a value-lesson for appreciation of a resource

fast disappearing from the cultural and possibly the

natural environments.

 

67
Joint meetings were held with in-service teachers
forlnut planning. In the community schools, pre-
service teachers were introduced to physical facilities
and staff. In the University laboratory, in-service
teachers discussed course purpose, materials, scheduling,

and communications. Time schedules were arranged for

the submission of plans, for meeting the children, and
for outdOOr activities anticipated. Preliminary planning
of the units went through two revisions, and included the
first unit in detail.

A week-end experience at school camping culminated
the first three-week preparatory sessions. The purpose
was (1) to provide a whole experience in which all sub-
ject fields studied were integrated into a conceptual
framework, in an environmental context; (2) to provide
opportunities for the student to take a leadership role
in conducting these experiences; and (3) to provide an
experience including spiritual and social values with a
potential for motivating learning, for the student to
evaluate. '

Clear Lake Camp, near Battle Creek, Michigan, is a
‘unique school camp owned, maintained, and operated by
'the Battle Creek School system and accredited teachers.
A year-around camp and school farm program is held for
elementary school children. The program includes

geology, pond study, plants, animals in woods and on

 

68

the farm, outdoor skills, and recreational skills. Six

separate.subject-oriented experiences were provided by

thethfiversity and staff for the students.

All students received a two-hour pre-session leader-

ship training within one of the units and conducted a
session for other groups throughout the day. Training

was provided by resource specialists. An over-night stay,

early morning bird walk, sports, skills, singing, and

campfires rounded out the program.

Following the three weeks of orientation and prep—
aration, course work centered in the community of

Eaton Rapids for the remaining six weeks of the course.

Three programs ran concurrently: (1) Seminar sessions

one evening a week; (2) Laboratory experiences, two-hour

sessions once a week; and (3) Student projects in the

community and schools. These were interrelated.

Seminar sessions began the fourth week for all

students at a designated time. These were held at the

high school in Eaton Rapids so that (1) local people

could attend and (2) fundamental concepts could be viewed

in the context of community interests. The sessions were

publicized.within.the school system and through news

media. Speakers were specialists from departments of the

University. Topics were on the subjects of ecology,

water, soil, wildlife, vegetation, parks and recreation.

Problems were integrated into basic information.

 

69

Laboratory sessions began the fourth week, also;
experiences selected were those (1) conceptually impor-
tant to the area and basic to the discipline; and
(2) designed for open-ended "discovery" exercises to de-
velop student awareness, observation, and skills.

Each student was required to use this area at least once
during the course in a creative teaching experience with
children.

In addition to the natural site, use was made of
other community resources: the Grand River, waste water
treatment plant, and school sites. Special events in-
cluded Arbor Day observation by tree planting, involving
all fifth grade students and an interpretation of a
previously unexplored area.

Classroom experiences began at the end of the orient-
ation sessions. The first of the six units in the schools
was an observation visit and a presentation of a lesson
plan for the following week for the in-service teacher's
approval and c00peration. These experiences were planned
for one class period, usually an hour or less in length
once a week.

The pattern established consisted of a (1) pre-
teaching plan, prepared a week in advance, stating
the desired learning in terms of a concept, prepara-
tion, activity, materials, expected outcome, and follow
through; (2) narrative account of the actual experience

and evaluation of it. These varied in format after the

 

 

 

70
first week and reflected individual differences in
responding to sets of circumstances, suggestions of
inrservice teachers, continuity and development of
projects, preferences of the children, etc.

A great deal of freedom was provided for designing
and carrying out student teaching units in order to
make use of individual student background,materials,
and interests. Specific direction was given upon re-
quest or as noted desirable through weekly reports.

As a result, projects varied by concept, content, type
of planning, activities, etc. Suggestions were given
for unit emphasis on art, social studies, and language
skills in addition to science although these usually
reverted to science through requests made by children
or teachers in the elementary program.

Throughout the projects students maintained the
communication between school and University through
their project work. Contacts made by the course in-
structor were those suggested by students through weekly
reports and mainly involved the use of resources. Most
of the students arranged teaching dates to coincide with
Those

.laboratory schedules because of transportation.

vflubzmade separate schedules combined transportation.

 

 

71

C.Iflentification of student background, interests,

and goals.

It is important for efficient course administra-
tion to know something about the backgrounds, inter-
ests, and goals of the students enrolled in the
course in order to (l) advise the student regarding
the choices provided him; (2) provide the kinds of
information and experiences in the course most
relevant to these levels of learning; (3) correlate
this information with the outcome of the course to
prOvide a base for future prerequisites, additional
information and experiences, improvement of measure-
ment and feedback.

Recognition of individual differences and pro-
vision for student choice were made at three points:
(1) In the first class session students were pre-
sented with the options of a course to be situation-
stimulated (oriented to experiences in an actual
community environment) or information-stimulated
(oriented to abstracted experiences on campus).
Because this was the pilot program, this was decided
through discussion before student differences were
identified by the instructors.

Of the 45 students who responded favorably for
the pilot program, 23 ultimately decided their re-

quired course schedules were too inflexible to

permit participation.

 

Wifi‘i-
i a

72
A.second choice centered around academic fields of

interest. Three were identified: (1) resource spec-

ialists, (2) recreation majors, and (3) pre-service

teachers, the predominate group.

Wfithin these categories a third choice was provided

in the selection of experiences and involvement desired

by the student. In order to provide better direction,

a questionaire identified student backgrounds, interest,

 

and goals; specific information relating to professional I;
and personal experiences in conservation and related
fields; and type of involvement desired.

Course content and materials were designed, therefore,
to meet two requirements; (1) scientifically valid con-
servation units conditioned in their selection by the
experiential reference, the community; and (2) needs
expressed or implicit in the student questionaires.

Implementation becomes an important part of meeting

these requirements. Preparation for projects, experi—
ences, procedures, and reference materials takes on the

additional benefits of building a resource center and

broadening its use.

73

III. System
Identification of student goals with course

goals with the first step of the pilot study procedures,

relating course objectives to an actual community and

school environment. The process that followed was the
result of sequencing units, activities, and experiences

to reach the goals. This process will be examined,

along with student performance.

A. Operation of units
The following diagram represents a functional des-

cription of the process (Figure 3) and the operational
methodology and scheduling of units (Figure A).

It will be noted from Fig. 3 that the pilot course
functions initially as a student choice for an H
action—oriented program, featuring field experience.
The strength of this conviction as a motivating force
must be appreciated, for at this point very little
else is known about the new course by the student.

The next step identifies student area, interest,

Major categories are the academic fields

and goals.
of resource development, teaching, and recreation,
Additional information

with a potential for others.
provides a basis for advising and guiding students

in their choices of field experiences in their speci-

fic areas , according to their interests and goals.

 

  

(Community Project)

0 Background

Yes Student Area. BPre-service
and interest teachers

Background

   
 

Entering
Student

Student
Goals
Want field
experience

no

   
 
 

W

 

v

 

 

V

 

 

   

 

      
 

Student area
(Community Project )
Pretest (f) (f) (i) <f>_ Pretest
. Concepts-

  
 
  
 
 

Concepts

 
 

 

Conce ts
Concepts Semingrs
Lectures Readings

    

 

 

 

 

Camp
,Field trips

 
 

Camp
Field trips
Real
Experiences
Post-test
Concepts

 
   
  

 

Campus ;
Experiences

 
 
  
 

   

Post-test
Concepts

 
  

   

 

no no
Behavioral
evaluation-

  
   
 
    
   
  

Behavioral
evaluation

 
 
 
 

  

Is student
effective?

  

 

 

Is student
effective?

 
      
 

Yes Ye

    
   

  

Course

Course
Effective

Effective

  

Fig. 3.--Flow chart showing evolution and
system of Pilot Study.

 

75

Course Time in Weeks

 

1 2 3 A 5 6 7 8 9 lo
I I
I I
Orientation and

IField Trips

 

I l I I I I
I I I I I I

I I I I I I

I I I I I I I
I I I I I I I

Readings I I I I I I I
I I I I I I I

I I I I I I
I I I I I I
I I I I I I
I I I I I I
I I I I I I
I I I I I I
I I I I I I
I I I I I
I I I I I

 

I

I

I

I
' I
' I
' I
' Intro. I
I Community I
I Projects ,
l I I I
I i ' Test '
I I I I
I I I I
' | I Camp .

Weekend

I I I I I
I : : : Community Projects :
' ' ' I Seminar Sessions I
I I I I I
I I I I Community Laboratory I
I I I I I I I I I I
I‘ I
I I

Feedback

 

Fig. 4.-—Scheduling for pilot course, showing
distribution of units over ten weeks

76

Pretest for conceptual knowledge is designed to
sample the student's academic understandings of basic
information to be covered in the course. It is preceded
by a structured introduction to course content intended
to orient the student to new and review information. The
students are aware that this is an exploratory procedure
and that they may make choices.

Continued information inputs are supplied by
regular seminar sessions.

Camp and field trips are designed to provide "micro-
involvement" experiences as steps towards increasing re-
sponsibility in environmental situation; to provide ex-
periences which interrelate subject units into environ-
mental context; and to promote attitudes and values beyond
information-seeking.

The real experiences are those the students wanted
in the first place. At this point they function to pro—
vide the optimum combination of information, skills,
techniques, and experiences which a student may make to
carry out a well-conceived conservation project. The
assumption is made that successful experiences are likely
to occur, controlled by student choice and course imple—
mentation, to provide confidence and attitudes transfer-
able to a later job situation. This is reinforced by
repeated performances where possible, as in a series of

_ teaching experiences.

 

77

Behavioral objectives are achievement levels de-
termined by course criteria. As a part of course pro-
cedure, they are formalized and specific. A continuum
provides comparison of initial and terminal behavior.
This is intended to inculcate a problem-solving be-
havior, also, so that performance is evaluated on the
basis of how thoroughly and completely the procedures
are followed.

Post-test concepts are a combination of academic
information, field experiences, and observations, re-
vealed in comparison with pre-test which is primarily
factual.

The final evaluation is by questionaire and by
interview, with students and with in-service teachers.
Subjective evaluation of the interviews is of value
because of the instructor's close contact with the
student projects. Conclusions are spot-checked by
independent interviewers.

Functional units described above, when scheduled
within the required time framework, become the operational
methodology outlined in Figure a. Putting this design into
action provides observations and evaluations based on
student responses.

Student performance

Three field trips and two orientation sessions

with school and community resource people were carried

out during the first three weeks. Students completed

 

78

an average of 73% of the readings by examination time,
conditioned somewhat by the system of reserving books.
However, these assignments were accepted as routine and
were not highly motivated by the flexible scheduling.
Later in the course comments referred to these assign-
ments as needing more emphasis to supply basic course
information.

The students' strong motivation for field experi—
ences resulted in early rapport and productive response
once the sessions initiating these programs were under-
way. It was suggested by the students that reading and
field trip units be integrated more closely into these
field experiences which could then be initiated earlier
in the course to provide faster orientation.

Although these suggestions are creditable, it is
natural to expect initial confusion and delay in orient-
ation when confronted with course innovations of the
pilot study. .

One of the high points of this preparatory period
was the camping session. As noted from schedule Figure 4,
it occurred as a culminating experience for the first
three weeks as well as an introduction to the field
projects. Described earlier, it consisted of a weekend
school camping experience at Clear Lake Camp, Battle Creek,
and was preceded by a slide-talk orientation by a staff
member of the camp. The following are comments made by

students reporting the experience in a slide presentation:

79

I just wanted to add something that happened to
me. I imagine most of us have gone to summer camp and
experienced . . . but while I was at this camp it
brought back a lot of the memories of things I went
through when I was a child . . . and so that was an
added point . . . it made it a little easier to under-
stand how to present it when I get the chance to teach
children . . .

Throughout the day we went through all these
different groups. It wasn't as it is here in the
lab where one day we'll work on insects and then the
next week you come back and you may work on trees
and the next week you come back and its birds. I'm
not taking anything away from the lab--they're good--
but it's the idea here we put everything together
in one day. As you got going on in the day, the first
time out just about everything the leader told you
you listened to and picked up something new from it,
but as you went out you found the different areas
overlapped each other. The wildlife area had a lot
to do with forest ecology, and both of these had
something to do with the geology area and so by
putting everything together in one day you had a
chance to see how everything fits together in real
life . . .

 

I'd like to clear up the idea of splitting up
into groups . . . There were about 35 of us and we
split up into various groups and for the first two
hours of the first day, Saturday, we spent time in~
this group learning ourselves what was in a pond,
what was in a forest, what the gravel pit was all
about, and then we worked out a program of hOW'We
would teach it to kids and specifically to the rest
of us when it came our turn to go through an hour
in the geology area, an hour in the forestry area,
an hour in the wildlife area. Then each of us had
a chance to teach one of these things during the
day. So the whole idea, of course was it was a
practical experience in teaching some phase of con-
servation education. We've gotten a whole term of
book learning and now it is our turn to do the same
thing: lead, point out things, talk about what was
going on around us . . .

Pre—service teachers indicated their preference for
teaching units according to grade and subject in the
questionaire at the outset of the course, and arrangements

had been made with the schools throughout orientation.

80

Students selected, planned, and carried out their
program according to the individual curriculum require-
ments, their own interests and abilities, course experi-
ences and resources, interests of the children, and
stimulation of school and community environments. Con—
sequently, an interesting variety resulted, shown with
some of the individual differences of the students them-
selves in Table 1.

In assessing student response to the teaching units,
three aspects of these experiences were used in the evalu-
ation, outlined below. This information was supplied
through weekly reports by the student on each unit. As
individual problem-solving proceded, these reports soon
became less formalized and more narrative.

1. Procedures

a. Pro-planning and pupil-orientation to unit

b. Narrative account of the teaching experience
with the pupils.

c. Evaluation, by the student and by the pupils,
for the student.

d. Follow-up plan, if any.

2. Conservation concepts utilized

a. Statement of the concept around which the
lesson is built.

b. Objective, expressed in terms of desired
outcome.

c. Procedure and implementation.

3. Experiences planned for the children

a. Extent of involvement for children
b. Extent of involvement with environment
c. Extent of involvement of in-service teacher

81

TABLE l.--A sampling of individual differences of students
selecting pilot program, including their
selection of teaching units.

 

Academic fields and standing

Teaching units selected

 

Elementary education 19
Recreation

Seniors with jobs
Seniors without jobs
Seniors

Juniors

vfl-‘NI—J O\m\n0\ w

swos~c>
I...J

Subject preference:
Art
Social Studies
English
Science

\OJ—‘vII—J

w

Recreation

Community improvement
Use of Natural Area
Use of school site
Other community res.
Insect study

Trees, forestry
Aquaria

Pond Study

Weather

Flower study

Soil

Plants

Birds

Four seasons

Sounds of environment
Terrarium

Ecology

Earth history

1
l9

I._I
\O

NNHWNOU‘IWON-PO‘P

|,._I
F’\O

82

In the pilot study a level of achievement was the
extent to which the students completed the requirements
of each unit described above, and if the student applied
methods of the course to their own units, including pupil
participation and environmental experiences. In addition,
as planned, the progression of experiences would indicate
growth of learning level through total use of sound con-
cepts, procedures, and planning. The forms used were
only partially effective in demonstrating this as they
became more narrative in form.

In addition to factual information, case histories
often illuminate important factors of attitude and condi—
tions. Therefore, a brief description of the experiences
of six students without previous student teaching experi-
ence follows:

1. Diane, a junior with background in social studies
and German, considered the procedures

. . . very good experience for both students and

myself. The students learned some things about
conservation from my visits, and I learned a lot
about teaching it. This is the first time I have
had the chance to teach. I was very nervous at
first, but learned to enjoy it and that it was
even fun.
She enjoyed researching the information, particularly
the experiments. Her first lesson was orientation and
showed a natural aptitude.
It was the first time that I really talked
with children. This is also the first time I have
ever been in front of a class . . . The curriculum

which my teacher wanted me to follow was that
dealing with the subjects of soil, water, and

83

wildlife. The lessons which I used were my own formu—
lations, with help from Mrs. Cooper at times. In
this first lesson we discussed that soil is. I be-
lieve in class participation and, therefore, this
first class was a class discussion where I posed the
questions and had the children answer them. My
objectives in this lesson were to have the children
discover what makes up soil . . . I was surprised

how responsive these children were and how alert . . .
ours is not the only community on earth and also the
relationship all living things have to earth . . .

She spent the next two lessons on soil, outdoors,
and continued it in a pond study, then related it to
weather, and terminated with an ecology lesson. In her
final lesson she used the spaceship analogy presented in
seminar.

In this discussion we brought into it some ideas
of recycling wastes, food chains, fertilizers . . .
and also brought into play our discussions on soil,
weather, insects, and other living communities which
affect our life and which we affect. I also asked a
few questions about conservation, what it meant, if
killing animals is always bad, if conservation
meant saving something and not using it at all.

The children were very good at discussing this and
remembered everything fairly well, even soil.

2. Charity found it difficult to learn about teach-
ing the subject, about the subject, and about the age group
all at once. Without previous experience with children,
even in her own family, the second graders caused her great
anxieties. Her background was strong in music and English;
she worked as a singer for a "rock-ban ". Her background
of a science minor seemed to her too highly specialized
in subject material to help in formation of practical con—
cepts. Her purpose in selecting the action program was an

overwhelming desire to communicate with youngsters

84
regarding beauty in their own environment. Her first
efforts in preparing units were science-centered, intens-
ively prepared, on plants and animals in natural settings,
and a trip to the outdoor area and pond.

To all outward appearances Charity was making satis-
factory and interesting progress. It was startling to
read her confession, that science just wasn't her "dish".
She was very unhappy and discouraged. We immediately began
planning lessons involving music and English with the help
of the other students. The next session was also a pond
study in which she conducted a game, "Who Am I" in which
the children described plants and animals of the pond in
many ways. A written account of individual observations
concluded the lesson. Charity enjoyed this session
enormously and evaluation indicated to her it was mutual
with the children.

The following week was an outdoor story telling
session beside the pond in which an imaginative approach
was off to a good start with a reading of Dr. Seuss',
"McGillagot's Pool". The children drew pictures and told
stories of their own versions of life in that pond.

The many questions and discussion caused Charity to say
in her account, "I enjoyed this session more than all the
rest of them put together".

The last session was spent on a grassy knoll,
learning "The Green Grass Grows All Around" accompanied

by Charity's guitar, and writing poetry about what they

85
could see around them. Charity's reactions included the
satisfaction of problem—solving and the discovery that
conservation teaching does not have to go through science
formally, but could be taught through English so the

students "would never know what they were getting".

3. Daryl, a junior with good science background,
was eager for the personal experiences of the pilot pro-
gram. His in—service teacher was above average in her
complete cooperation with our program and her assistance
was invaluable. In consultation with her, Daryl arrived
at the following:

Our main long—range objective is to teach
children not just labels or segregated facts, but
a general awareness of what surrounds them and
what they might do to conserve it, tying in such
things as succession, life cycles, and natural
predators.

In preparation he "made short reconnaisance
missions gathering visual aids and materials I would need
for class participation" and "had the children slide desks
into groups of four to encourage a more informal atmos—
phere". This was his first meeting with the class, and
he conducted demonstrations with soil and rocks, con-
cluding with

. . . the final proof, however, in what they have
actually learned will come next weekvwmn they take
what they learned . . . and adapt it to some sort
of experiment dealing with how plans grow . . .

They should be able to come up with some good
experimental ideas.

cm ‘ “rm—v“,

86

His following experiences with the children were
sequenced from soil, to plants, to insects, and to flowers
for which he tried a change of pace with an art lesson.

His enthusiasm grew and he began spending an entire morning
with this classroom activity, involving the children in
investigations. He was keenly interested in applying

conservation philosophy in many ways.

4. Dorothy, junior and science-oriented, quiet and
strongly individualistic, responded promptly to all assign-
ments. Her planning with the in—service teacher went
smoothly from planting seeds, to vegetative propagation,
to the culminating experience of a field trip and construc-
tion of terraria. This produced some unexpected experiences
which provided valuable learnings of a different kind:

I did not explain to them before we left school
that we would be gathering only field plants and that
no one was to uproot any of the wooded or wild-
flower plants. At the site I attempted to tell
. . . we were only collecting grassplants and weeds
. . . It was my mistake to let the child keep the
bush which he had already planted in his tin can . . .
Back at the school I reclaimed the trees which we re-
planted that afternoon . . . I returned the following
day to talk with my class about what had happened and
its bearing on conservation.

The entire pre-service group learned something from
this lesson. Subsequent units on plants, related to earth
history and to Michigan history were classroom oriented,
however, using pictures and discussion. The culminating
activity was an art lesson, showing the children's im-

pressions of their experiences with this unit.

87

5. Iathoe, as a junior in special education, had
had case work and observation, and was anxious to try her
own ideas in a class situation. She seemed thoroughly at
home with her third graders and sensitive to their needs.
In contrast to many in the class who structured their
lesson plans either completely over the entire session,
she chose to follow the interests of her class.

I told them how excited I was about the camping
trip I had just been on and all the things I had been
learning about the world around us. As I shifted from
one aspect of nature to another I watched for any hint
of enthusiasm. I introduced the word 'community' and
defined it as Eaton Rapids, a pond, birds. This was
just the spark they needed. Their ideas came fast
and furious and in five minutes they had decided they
wanted to find out about ants and make an ant farm so
they could see a community in action. I admitted to
them I knew very little about ants and that we would
all have to find out all we could before my next
visit.

From this lesson plans evolved all others:
collecting ants for the colony, expressing observations
and knowledge through creative poetry, visit to a pond
as another community, pantomine of things observed. Some
of Kathee's observations were especially revealing:

This day I gained a lot, much more than the satis-
faction of having stimulated a few young minds to
search for a little more knowledge, more than the
pleasure in knowing that I had given these children
a fun-type learning experience. I had learned that
one of the qualities of a good teacher . . . is the
ability to see the importance of the moment . . .
which has the potential for learning . . . rather
than wait till tomorrow or the next time it should
come up.

The fore-going case histories serve to illustrate

some of the conditioning factors of student differences.

88
IV. Disturbances
Brief mention is made of two kinds of disturbances
to the system:

A. Operational, caused by disjunctive functioning of the
processes and informational inputs to the student,
often resulting in negative or aversive responses and
output. Robert Mager states it very well:

An aversive condition or consequence is any event
that causes physical or mental discomfort. It

is any event that causes a person to think less
highly of himself, that leads to a loss of self-
respect or dignity or that results in a strong
anticipation of any of these. In general, any
condition or consequence may be considered

aversive if it causes a person to feel smaller
or makes his world dimmer.

 

He gives as examples pain, fear and anxiety, frustra—
tion, humiliation and embarrassment, boredom, and
physical discomfort.

B. Environmental disturbances, which are those events
occuring unexpectedly, are not predicted by some
provision of course design. While there is an over-
lapping in these two kinds of disturbances, there are
always those illogical and unreasonable happenings
for which flexibility and resourcefulness prepare

for the best.

Evaluation of course design and student response
recognizes these as conditioning factors in the pilot
program which, as a functioning step in the "loop", may
be modified upon redesign. Provision is made for this

through feedback information system.

89
V. Information

Feedback is defined as specific information coming
from the interactions of a system, used to alter the
system with some measure of predictableness. In the
pilot program, each unit had information outputs which
were intended to be used to make these units more useful
in reaching course goals. Overall feedback consists of

objective and valid means for making the final evalua-

 

tion.
To summarize, information systems in the pilot

study consist of the following:

 

 

Course Unit Feedback Procedure
1. Field trips Written accounts
2. Readings Examination and pre—test
3. Community pre—planning Topic outlines
A. Camp weekend Performance, evaluation
5. Classroom projects Complete lesson units
6. Seminar sessions Written reports
7. Laboratory Performance
8. Final evaluation Student questionaire

In—service questionaire
Student interview
Post—test

90
VI. Actual conditions (final evaluation)

Final evaluations provide a summary of accumulated
factors and an overview. Student interviews were
especially valuable, not only for qualified explanations
not covered in any other way, but also as a means of
reinforcing certain objectives such as continuation
of learning, application to future job situations,
and relative importance of basic conservation concepts.
These sessions produced constructive dialogue on course
design.

The results of questionaire, interview, and
post—test analysis, as well as accumulated evaluations,

will be discussed in the next section.

l.

91

CHAPTER III REFERENCES

V. G. Drozin. "Cybernetics" The Science Teacher,
November 1969. Pp.21-3.
The author is Professor of physics, Bucknell University
and concludes his article with a recommendation: "It

is time for departments of education, particularly those
educators who are involved in curriculum development,

to give serious consideration to cybernetics as a science
which may make an important contribution towards better
preparation of our students for dealing with complexi-
ties of life ahead of them."

Ibid.

Robert Mager. Developinngttitudes Towards Learning,
Pp. 31-650

 

Eaton Rapids, Michigan, is a city of 4,200 residents
who depend largely on Lansing for wages, shopping centers
and recreation. There are a few large farms left, but
the founding woolen industries and sheep have disappeared,
leaving the block-long grouping of red brick factories
beside the river as a reminder, now occupied by a modest
retail shop for imported woolens and a miscellany of
other shOps.

Main Street, going straight through town from the
mills, is the business district of small locally owned
businesses, including Miller's Dairy Store, represent-
ing the largest industry. The Grand River runs under
the shOp and further up the river the Dairy Farm
operates the only remaining of four power dams once
producing.

The Grand River and its tributaries make the busi—
ness district an island, and in the river itself is an
island which is a park in the center of town. The mill
is the only industry on the River, although the primary
waste-water treatment plant occupies a site below the
town. The river is an amenity in the life of the
community, and historically important as the longest
river in Michigan, a factor in the development of the
area and State.

Recreation locally is largely through the schools
and consists mostly of sports. There are three elemen-
tary schools, a junior high school, and a high school.
Most are fairly new and well equipped, located in
pleasant natural areas, and directed by administrators
who grew up in Eaton Rapids. Schools receive federal
aid because of the classification "economically de-
pressed", due to a low tax base.

92

Eaton Rapid's problems include an inadequate waste
water treatment plant, poor roads for commerce, limited
water supplies for new industries because of a limited
sewage system, and a struggling economy supported by
by few industries. Transportation is a political problem

awaiting priorities. A new projected land-use plan has
just been completed.

 

CHAPTER IV
ANALYSIS OF DATA

The objectives stated at the beginning of the pilot
study the intent to (l) produce a conservation education
program relevant to the needs, background, and interests of
the individual student; (2) teach broad based fundamental
concepts of conservation in their environmental context;

(3) present conservation education as a process as well as
a body of interdisciplinary information; and (4) produce

a professional skill for applying conservation concepts in
a job situation.

Final evaluation questionaires by the student pro-
vided a strong endorsement for course methodology, for its
relevance to student needs, and for professional skills.
Analysis of this evaluation is made by means of the follow—
ing tables.

In Table 2, items of the questionaire are distributed
according to strong response, whether strongly agree or
strongly disagree, in descending order, to provide a general
trend. Four sub-tables distribute these items into the four
categories of the objectives stated above.

It will be noted that in Table 2 there is a strong

feeling expressed for the kinds of experiences the course

93

18.

ll.

1%.

3k

94

TABLE 2

C OURS E EVALUAT I ON BY S TUDENT QTIES T I ONA IRE :

Items in Descending Order

"Strongly Agree" to "Stroneg Disagree"

This course could have been taught as
effectively in the regular classroom.

The freedom and flexibility of this
course permitted me to plan a program
best suited to my needs.

Although I have not learned a quantity
of subject matter, through applying
what I have learned, I now know pg! to
research out what is needed to teach
any given unit in the curriculum.

Through the various experiences in
this course, I feel I can continue to
deveIOp conservation understandings
myself.

I didn't learn a great deal in this
course.

It was a valuable experience to
organize my thinking about conserva—
tion into a plan of action, then
carry it out.

I used methods and materials already
learned in other courses to teach
conservation; this course taught me
nothing new.

Key to Symbols
SA - Strongly Agree

A - Agree
U - Uncertain

* SA

15

1%

1h

13

D - Disagree
SD - Strongly Disagree

SD

15'

13

l2

15.

13.

17.

2%.

10.

19.

22.

95

"TABLE 2 (cont'd)"

Through my eXperiences, basic subject
matter became more meaningful as well
as more useful.

As a result of this course, I will
probably continue to learn more about
environmental matters through my own
curiosity and desire to become
informed and involved.

This course has been among the most
interesting I have taken.

I thought about activities and subject
matter of this course outside of the
usual time spent on a four—hour
course.

I have learned to apply basic infor-
mation to conservation concepts
through these practical eXperiences.

I do not feel confident in my ability
to teach conservation attitudes in an
actual job situation.

I have added new skills to my teaching
abilities.

Each part of the course contributed a
valuable segment of the whole exper-
ience. I never missed any session of
the course unless there was an un—
avoidable conflict or illness

As a result of this course, I am
anxious to develop a full-time
approach to putting conservation
into a regular curriculum.

Conservation education aims at pre-
paring students to take an active
part in environment resource problems.

SA A

ll 9

ll 9

ll 8

IO 10

10 9
O O
8 10

8 9
8 6
8 6

. 11

SD

 

 

 

 

 

21.

12.

20.

16.

96

"TABLE 2 (cont'd)"

A teacher must have a solid
foundation of factual knowledge about
the natural resources about which she
seeks to teach a conservation
attitude.

The course was enhanced because of
the variable time scheduling.

Conservation attitudes are acquired
after basic information is obtained.

Although it is essential to acquire
basic information, subject matter
is not the important objectives in
teaching conservation.

The objective of conservation
education is to preserve the
natural resources.

I felt the course lacked basic
subject matter information.

Without basic information, you can
still teach conservation.

SA A

12

97

provided, which are not in conflict with the desire for

more conservation information. To some extent this re—

flects the experiential concept basic to the pilot course,

in which information is selected applicable to the environ-

mental situations rather than to textbook coverage. It

also reflects the criticism already mentioned of the off-

campus seminars and concentrated reading unit referred to '
in Item 22, both being primarily sources of subject informa—
tion. However, Item A for which there is strong agreement
places the need for comprehensive subject coverage below

the need for having information that is relevant and practi—
cal to a specific situation.

There is a conflict of opinion indicated in relating
conservation education to basic information and to preserva-
tion of natural resources in items low in the list of Table 2.
To some extent these indecisive responses indicate the
effects of specific experiences qualifying generalizations
of this kind. In addition, course method aimed at rein-
forcing the concepts of conservation as an attitude rather
than a body of information; as interdisciplinary rather
than restricted to the natural resources; as applicable to
all subject areas of the curriculum; and as a learning
experience beginning with awareness. Questionaire items
may not have adequately reflected these concepts.

In Table .1, Personal Stimulation and Motivation,
response is strongly positive and consistent in all items

and indicates a satisfactory achievement of this course

13.

15.

17.

22.

98

TABLE 2. 1.

PERSONAL STIMULATION AND MOTIVATION

The freedom and flexibility of this
course permitted me to plan a program
best suited to my needs.

I didn't learn a great deal in this
course .

This course has been.among the most
interesting I have taken

As a result of this course, I will
probably continue to learn more about
environmental matters through my own
curiosity and desire to become
informed and involved.

I thought about activities and
subject matter of this course out—
side of the usual time spend on a
four-hour course.

Each part of the course contributed
a valuable segment of the whole
experience. I never missed any
session of the course unless there
was an unavoidable conflict or
illness.

SA A
15 I+
o o
11 8
ll 9
lo 10

m
\0

SD

13

 

 

12.

21.

99

TABLE 2. 2.
BAS IC C ONS ERVAT I ON C ONCEPTS

A teacher must have a solid founda-
tion of factual knowledge about the
natural resources about which she
seeks to teach a conservation
attitude.

Conservation attitudes are acquired
after basic.information is obtained.

Conservation education aims at pre-
paring students to take an active
part in environment resource problems.

The objective of conservation
education is to preserve the
natural resources.

Although it is essential to acquire
basic information, subject matter
is not the important objectives in
teaching conservation.

SA A U D
1+ 12 2 3
3 11 3 1+
1 8 3 6
1 11 1+ 3

SD

 

ll.

18.

20.

23.

100

TABLE 2.3.
C OTTRSE FORMAT AN D OPERATION

Through the various experiences in

this course, I feel I can continue

to develOp conservation understand-
ings myself.

Through my experiences, basic sub-
ject matter became more meaningful
as well as more useful-

It was a valuable experience to
organize my thinking about conser-
vation into a plan of action, then
carry it out.

This course could have been taught
as effectively in the regular
classroom.

I felt the course lacked basic
subject matter information.

The course was enhanced because of
the variable time scheduling.

SA

1%

11

13

1

12

SD

15

10.

q},
LIT.

101

TABLE 2. M.

PB OPESS OI‘TAT.,. SVILLS

U)
r
,f>

Although I have not learned a quantity

of subject matter, through applying

what I havg_learned, I now know how
to-research out what is needed to teach
any given unit in the curriculum. 1%

As a result of this course, I am

anxious to develop a full-time

approach to putting conservation into

a regular curriculum. 8

I do not feel confident in my ability
to teach conservation attitudes in
an actual job situation. 0

I used methods and materials already
learned in other courses to teach
conservation; this course taught me
nothing new. 0

I have added new skills to my
teaching abilities.

(I)

I have learned to apply basic infor-
mati n to conservation concepts
through these practical experiences. lO

O\

10

R.)

U

ll

12

 

102
objective. This is supported by feedback information and
procedural results. The dissension noted in Item 22 re—
flects on units, such as seminar and reading, which have
been discussed.

Evaluation of course format and operation, Table 2.3,
shows a strong agreement for course method and a lack of
agreement regarding subject matter information and variable
time scheduling. Items 25 through 34, in Table 3, Course
Evaluation Related to Specific Sessions, touch upon aspects
of subject matter information units and will be discussed
shortly.

The item of variable scheduling as a technique for
individualized instruction is separated from other feature
of the course. This procedure refers specifically to the
first three weeks in which students scheduled reading and
field trips, and to field experiences of the laboratory
and teaching experiences. Variable time scheduling pre-
sented difficulties in conflict with other scheduled
courses, heightened by the requirement for transportation
to the off-campus site. Adjustments resulted in schedules
being established early in the course, except for teaching
units which retained a measure of flexibility thrOughout.
This experience with flexible scheduling is reflected,in
the final evaluation, to the degree each student could use
it in relation to an established class schedule.

Inasmuch as this became a scheduling problem, it

appeared desirable to establish these events in advance,

 

103
with provisions for change to accomodate student requests.
Greater use of this technique was made in activities in
which the student was in complete charge.

Student Evaluation of Professional Skills,

Table 2.4, shows strong agreement for achievement of this
goal. Items show a variation of response to be expected
in broad generalizations, showing the need to relate these
skills to experiences of the course more precisely. Class
rank may account for the response to Item 7, referring to
putting conservation into job situation.

In Table 3, class ranking shows 9 graduating seniors,
5 undergraduate seniors, and 6 juniors. Eleven students
have a potential for taking additional course work before
applying conservation education professionally.

Three units of the course are evaluated directly
in Table 3. Seminar sessions, by strong agreement, would
be better held on campus. Also, a resource specialist is
preferred to course instructor for seminar sessions.

Evaluation of classroom teaching units showed the
strongest agreement of the three units for course method.
Modifications noted by fourteen students possibly account
for the uncertainty of three to six students. Because of
the complexity of these situations greater analysis needs
to be provided by additional items to the questionaire.

Similar comments apply to the outdoor laboratory,
although there is a greater consistency in responses. Two

students feel the laboratory could be as effective if

104

TABLE 3
GENERAL COMMENTS ON SPECIFIC PARTS OF THE COURSE
SA A U D SD
Seminar Sessions: (In Eaton Rapids)

26. Holding the seminars in Eaton Rapids
added a dimension of reality to these
problem areas. 1 2 l 9 7

25. Since the purpose of the seminars was
to teach facts and problems in the
basic areas of conservation, I felt
it accomplished this purpose. 1 1h 2 3 O

33. The seminar sessions could be:
1. taught just as effectively
on campus. 16
2. taped and used in carrels,
independent study. 1
3. taught by the instructor
of the course. 0
h. made more relevant to
community problems and taught
in the community. I
5. left as they are l

 

27.

28.

3h.

29.

30.

105

TABEE 3 {cont'd)
SA A U D SD

Classroom Teaching Assignment
(In.EatonfRapids)

Since the purpose of the weekly class-

room teaching assignment was to provide

a continuity with the on—going program

and at the same time show how conser-

vation could fit into any such program,

I felt it accomplished this purpose. 7 7 6 O O

The weekly classroom teaching session
provided an Opportunity to develOp and
improve teaching units in conservation. 7 10 3 O O

The teaching sessions could be:
1. taught just as effectively
on campus. 0
2. include a team approach for
assisting on class outings. H
3. have a training program for
both in-service and pre-service
teachers for orientation to
the program. 6
4. have more direct connection
with other information and
activities of the course. A

5. remain as they are. 9

Outdoor Laboratory (In Eaton Rapids)

Since the purpose of the outdoor

laboratory at Eaton.Rapids was to

relate concepts of conservation to a

specific resource in order to use this

resource for classroom teaching enrich-

ment, I felt it accomplished this

PUTDOSG- 3 13 h 0 O

The purpose of teaching outdoors is to

teach appreciation for the outdoors and

so cannot be taught as well in any

other way. 5 11 2 2 o

32.

31.

39-

#0.

1+1.

106

TABLE 3 (cont'd)
SA

The outdoor laboratory could be:

1. taught just as effectively
on campus. 2

2. replaced by field trips.

3. supplemented with concen-
trated basic information about
the natural resources.

H. designed for individual inves-
tigations dictated by personal
interest.

5. remain as they are.

General:
The best way to understand conserva—

tion concepts is as they relate to a
community, its schools, peOple,

problems. 10
My class rank is:
l. Graduating senior with job 5
2. Graduating senior without job
3. Senior
h. Junior

5. SOphomore or Freshman

My cumulative grade point average is:

'10 305 "' LI' 1.
2. 300 - 301+
go 205 " 209

0 2.0 " 2.1+

5. Below 2.0

As I compare this course with others

I have or am taking, I feel I have

earned the grade of: 5
l l

mrww
Huomb

DC.

A U D SD

8 2

1+
5’

‘5
1h

5
O

11

 

107
taught on campus, eleven are satisfied with its present
condition, and the remaining seven selected redesign
options. Most of the laboratory experiences were con-
ducted on the natural site, and it was generally agreed
this should be expanded to include other of the community
resources, expressed to some extent by six students in
Option 3, Item 32, "supplemented with concentrated basic
information about the natural resources . . ." These 4“

kinds of experiences would make the off—campus laboratory

T‘
A. AL—__ _

a more unique unit.

There is strong agreement for closely relating
conservation concepts to real community experiences ex-
pressed in Item 31 in the last section of Table 3.
Evaluative uncertainty here, even though minor, might
be explored profitably by expanding the questionaire,
by building for inner consistency, and through compari-
sons with control groups.

As a final summary of the categories rated by the
students in the questionaire, these were averaged and put
on a uniform scale, 0 through 3. On this scale the most
favorable response is "O" and the least favorable is "3".
This gives a relative value of these categories to the

students as a measure of the effectiveness of the course.

108

The following is a summary of student evaluations:

I. Personal stimulation and motivation .48
II. Professional skills .61
III. Course format and operation .63
IV. Basic conservation concepts 1.36

From this final evaluation by the students, it is
concluded that the course methodology (1) provided exper-
iences relevant to student needs, interests, and backgrounds;
(2) presented conservation concepts in meaningful context
with experiences in an actual community environment; and
(3) produced an awareness for the professional skills and
continuous learning skills necessary for applying conserva-

tion in a job situation.

It was desired to know to what extent student responses
would be reflected in an evaluation of the program by those
cooperating in the school systems. A questionaire, sampl-
ing these responses, was completed by each of the twenty
cooperating in—service teachers and two administrators.
These responses are analyzed by means of the following
tables.

General trending is provided by Table 4 in which items
are listed in order of strong responses, either agree or
disagree. Strong agreement is expressed for the harmonious
interaction of the two programs in Items 9 and l, and re-

flects the cooperation which existed throughout the program.

109
The distribution in Item 9 approximates the degree of this
cooperation as expressed by students during the teaching
experiences and is an important factor. To some extent,
this agreement between in-service and student ratings on
course relevance provides a measure of validity to each.

It will be noted that the items which received rat-
ings showing strong convictions are related to the student,
while those lower in the list refer mostly to in-service
teachers. This may be a natural trending in view of the
limited direct involvement provided in course procedures.
After the two orientation and planning meetings, held
jointly in the school and on campus, students communicated
directly with the in-service teachers. Item 22 indicates
that there is not a strong desire for additional involve-
ment .

The in-service teacher may assess her graduate
standing and job position as already providing the com-
petencies being taught or she may be reluctant to admit
they do not. Item 6, for example, firmly disagrees with
the problem of disagrees with the problem of discipline
as conditioning the use of the outdoors, yet Item 16 is
equally agreeable to the suggestion that with more help
on supervision the outdoors would be used more frequently.
Item 6 may possibly make an inference that could be inter-
preted as critical.

Items of the questionaire were grouped into cate-

gories, sub-tables of Table 8, to evaluate (1) student

110

TAB :3 4
COURSE EVALUATION BY'IN%SERVICE TEACHER QUESTIONAIRE
SA A U D SD
9. This program contributed to my program
and I am pleased I was a part of it,
and I would do it again. 13 6 l 0 0

l. The student-teacher planned her lesson
to fit into my on-going lesson plans.

K3
~F’
m
r"
O

 

2. The student-teacher was always well A
prepared, well informed. 9 7 2 2 0

17. I felt the children gained conserva—
tion insights and attitudes frdm these
experiences. 8 9 A O 0

19. The student-teacher used "real"
experiences and involved the children
most of the time. 7 l2 0 l 0

11. Your students developed greater
interests in and awareness of their
environments. 7 ll 1 0 O

5. The experiences steadily improved in
content and presentation. 7 8 3 l l

1%. 1y students enjoyed this eXperience a
great deal mostly because it was a
"treat", ”something different". 7 5 3 5 0

2l. I can see where this type of program
gives the student-teacher a way of
learning about conservation that would
be hard to duplicate. 6 l2 2 0 0

8. The student-teachers worked the outdoor
experiences into a good teaching plan
with follow-through. 6 ll 1 l 0

7. This experience gave me a broader/
better understanding of conservation. 6 8 3 2 0

20.

13.

23a

12.

15.

10.

16.

22.

18.

111

TABLE H (cont'd)

This has been a unique eXperience for
me, providing insights into putting
conservation into action that I didn't
have before.

The students were highly motivated by
the learning through these environ-
mental outdoor experiences, and there
were a minimum of behavior problems.

It is my opinion that every pre-service
student who had this type of experience
would be very likely to carry out this
program when they had their own
classroom.

This helped me see ways I could use the
outdoors more in my own teaching.

I would like to take an in-service
course in conservation myself and find
ways of using our own Eaton.Rapids
resources more in my teaching.

I would like to try some of the methods,
experiences and/or materials used myself

sometimes.

I participated in these sessions and
learned a little bit myself.

With help on the supervision, I would
use the outdoor resources in my
teaching frequently.

I would like to see this program
developed further to include
in-service teachers.

The evaluation planned by the student-
teacher to measure its effectiveness
for your pupils was consistent with the
over-all presentation and gave a
fairly accurate estimate.

5 1h

5 ll

5 ll

4 13

h 13

H 11

3 12

SD

 

 

1+.

l8.

19.

112

TABLE H (cont'd)

I was glad to help the student-teacher
learn to put conservation into
practice, but I actually did not learn
anything about this myself.

One of the main reasons I do not use
the outdoors more is because of the
discipline problems with that many
children.

TABEE A. 1.
STUDENT—TEACHER EVALUATION

The student-teacher was always well
prepared, well informed.

The student-teachers worked the outdoor
experiences into a good teaching plan
with follow-through.

The evaluation planned by the student-
teacher to measure its effectiveness
for your pupils was consistent with
the over-all presentation and gave a
fairly accurate estimate.

The student-teacher used "real"
experiences and involved the children
most of the time.

The experiences steadily improved in
content and presentation.

SA A
l A
l 2
9 7
6 11
3 12
7 l2
7 8

SD

10

mum!

1.- mm”

15.

16.

23.

11.

13.

11+.

17.

113

T.ABJ1:.3 1+0 2.
VALUE TO SCHOOL CURRICULUM

The student-teacher planned her lesson
to fit into my on-going lesson plans.

This program contributed to my program
and I am pleased I was a part of it,
and I would do it again.

I would like to take an in-service
course in conservation.myself and
find ways Of using our own Eaton
Rapids resources more in my teaching.

With help on the supervision, I would
use the outdoor resources in my
teaching frequently.

It is my Opinion that every pre-
service student who had this experience
would be very likely to carry out this
type of program when they had their

own classroom.

TABLE h. 3.
VALUE T0 CHILDREN
Your students develOped greater
interests in and awareness of their

environments.

The students were highly motivated by

the learning through these environmental

outdoor experiences and there was a
minimum of behavior problems.

My students enjoyed this experience a
great deal mostly because it was a
"treat", "something different".

I felt the children gained conservation
insights and attitudes from these
experiences.

SA

12

13

VI

11

ll

11

1%

SD

 

11h

TABLE H. H.
VALUE TO SELF
SA A

3. I would like to try some of the
methods. h l3

h. I was glad to help the student-
teacher learn to put conservation
into practice, but I actually did not
learn anything about this myself. l A

7. This experience gave me a broader/
better understanding Of conservation. 6 8

10. I participated in these sessions and
learned a little bit myself. h l3

12. This helped me see ways I could use
the outdoors more in my own teaching. 5 ll

20. This has been a unique eXperience for
me, providing insights into putting
conservation into action that I didn't
have before. 6 h

22. I would like to see this program
develOped further to include
in-service teachers. h 6

115

performance; (2) value to school curriculum; (3) value
to children; and (4) value to self (in-service teacher).
These are compared in Figure 5 by using total ratings of
strongly agree tO strongly disagree.

From the summary of responses in Figure 5 it will be
noted that there is definite agreement as to total course
values. The four category curves show a great similarity,
the difference in peaks representing the uneven number Of
number Of items included in each category as will be noted
from the sub-tables. For example, Tables 4.1 and 4.2
include five items apiece while Tables 4.3 and 4.4 have
four and six items respectively. The variation in
Table haZ, "Value to School Curriculum", shows a trend
toward towards Strongly Agree. In Table A.4, Value to Self,
some Of the possible causes for disagreement have been dis—
cussed already and will be summarized below.

This positive response from in-service professional
teachers is regarded as a confirmation that the course has
relevancy to the job situation, a total course Objective.
In the pilot course no effort is being made to equate this
objectively but, rather, these results will be used to
weigh strengths and weaknesses for redesign and for estab—
lishing quantifying criteria.

Examination Of the tables must be made with the thought
in mind that these are evaluations Of individual student
performance, reported by individual in—service teachers.

NO attempt was made to organize in—service teachers into a

cooperating group; each student communicated directly in

 

116

   
 
 

 

70..
60

1. Student Evaluation

2. Value to School Curriculum

3. Value to Children 4
50 4. Value to Self

20

Total number Of responses, by category
b.)
c>

10

Disagree Agree

Fig. 5.——Summary Of course evaluation by categories:
In—service teacher questionaires

117
relation to the project work underway in order to effect
a greater efficiency and economy of time. In addition,
teachers were from three separate schools.

Group work took place in pre-project orientation
sessions as discussed previously. At the conclusion of
the course, in-service teachers were extremely busy con—
cluding their own programs and school year so that it was
not only difficult but seemed irrelevant at the time to
arrange. The emphasis by this point was completely related
to the student and the class project.

However, in consideration of the great value of stu-
dent interviews for unique evaluation and insights, it
would be advisable to schedule this session for in-service
teachers as well, in future course experiences. From re-
sponses to the questionaire, there is every indication that
in-service teachers would be willing and effective in the
formulation Of improvements to course design, criteria, and
evaluation valuable for meeting course Objectives.

In Table 4.1, the general feeling expressed trends
towards strong agreement that the students were well pre-
pared and used "real" experiences. There is some un-
certainty regarding the student evaluation of their own
teaching units, which reflects the procedure of the course
which involved the in-service teacher primarily in planning
the lesson only. There is a need to formalize total pro—
cedures to include the in-service teacher at each step,

including the evaluation of the lesson. This would provide

118

a more accurate measurement for the student Of immediate
success and of progress, as well as supply another means of
feedback on student projects. Such improved procedures
might prevent the evaluation appearing in Item 5 for one
student whose in-service teacher expressed a lack of pro-
gressive improvement, with this interpretation, which did
not appear in feedback procedures.

In Table 4.2, strong agreement is expressed for the
harmony which existed between the two programs and the pre-
service and in-service teachers. More conservative agree-
ment is given for the course as a stimulant to school curri-
culum, which was discussed previously as items such as
Item 16 having an interpretation somewhat threatening to
the in—service teacher. However, there is more positive
agreement expressed for its value to the pre-service teacher
(Item 23).

A satisfaction was expressed by in-service teachers
for the value to children in Table 4.3. Agreement on gains
in, and motivation for, environmental understandings is in-
dicated. Interpretation of the lack of agreement on Item 14
(whether children enjoyed the experiences as "something
different") needs more information on what is considered the
children's favorable responses.

The relatively low position given for "Values to Self",
Table 4.4, only distracts slightly from total conclusions
confirming the positive values of these experiences.

Teachers agreed they would like to try some of the methods

 

119

(Item 3) and that they had learned from participating
(Item 10). For more positive responses and agreement:
improvements to the general procedures throughout, revision
to questionaire items, and more provision for defined part-
icipation by the teachers are a few of the factors to con—
sider.

Some of the remarks voluntarily added to the question-
aire include:

1. Mr. L. was excellent. He had some problems
planning at first but did very well overall. He
brought resources of his own that were quite unique.
I learned a great deal about the use of conservation
in the classroom. I was equally pleased by the
response my class had to the program. I feel this
has been a very creative experience for all involved.

2. The youngsters looked forward to science con-
servation on Thursday. It was a day of enrichment to
them. The teacher did a good job of keeping the atten-
tion of the youngsters. They were always interested
in what she brought to them. I must admit that I
could have developed some Of these lessons tOO but
never felt I had the time.

3. I was skeptical but it worked out well.
The children loved the trip to the woods. We went
at a time when we saw a great many things. Miss M.
had good rapport with this age of student. Her ex-
periments were well received and carried through.

A. I was disappointed the evening we went to
E. Lansing to a meeting. I didn't care to be enter-
tained as I'd left a family at home. I felt it should
have been a time for an explnation on what was ex-
pected of us, and also to have a longer time Of
planning. My student came at 2:15 and this is a short
period and hard to plan too much for; also children
are getting restless at the end Of the day. I do
feel Miss H. gained experience. She had plans, and
one of them I had to down (the trip to river and along
and up by Hastay's) as we'd need permission slips from
parents plus property owners; with all our outdoor
facilities I felt it unneeded. Biology was my minor
and I've taken electives in agriculture and have used
conservation all through the year.

“Wm

 

P

120
5. My student teacher was so sweet and so

humble and completely honest, we just loved having

her come. I was called to the phone and didn't get

a chance to tell her the last day. I never saw my

children so thrilled with something that held their

interest for so long. Do it for me again.

Evaluations from the two principals of the schools con—
concerned were complimentary and favorable and expressed a
willingness for continued cooperation in this program.
Their complete evaluation statements are included in the

Appendix.

Final interviews with the students in the course were
structured through a prepared outline, conducted individ-
ually and taped. Two interviewers followed this procedure,
the instructor Of the pilot study and the advisor to the
program who had had no direct involvement with the students
in the Operation of the pilot study.

The purpose Of the interviews originally was to check
attitudes Of the students towards conservation, teaching
conservation, the process approach for teaching conserva-
tion, and towards the course itself. These are explained
in terms Of the specific tOpics explored in the interviews,
summarized below.

The interviews were productive dialogs for summarizing
and emphasizing course Objectives and for constructive
criticisms by the students. Therefore, the following dis-
cussion will not only evaluate attitudes revealed by this
method, but also combine the suggestions made, into final

conclusions and recommendations.

 

 

121

l. Attitude towards conservation

Students were asked to describe their concepts of
conservation, any changes in it brought about by the
course, and if these understandings were to be used to
put a program into action, what the essential guidelines
would be.

Replies were given to the first question by all
the students to include management and use as important
to natural resource preservation; that this is a responsi-
bility of everyone; that all living and non-living things
are interrelated, including man.

Changes in conservation understandings emphasized
the personal nature Of these realizations, as personal
feelings Of responsibility, awareness of ways and means
understandings were interpreted into the many divisions
Of the environment, the different ways a problem could
be approached, especially in subject matter, the variety
Of interrelationships, and the stimulation of practical
viewpoints of different peOple in community and school.

Regarding guidelines for an action program, most
Of the students expressed this as situation—stimulated,
related to interests and abilities of the children and
to the subject, using a method Of discovery and inquiry.
They indicated the need for more information. Some saw
this as more course work; others saw this as research
related to situations. One student thought in terms Of
group effort, getting others involved, setting up a

school program. Variations in replies were individualistic.

122
2. Attitude towards teaching conservation:

Students were asked to elaborate on their atti-
tude towards teaching conservation, comparing it to
other subject fields including biology, stating objec-
tives, and professional skills required. The prevalence
of the convictions that it overlay other subjects as
enrichment and as a way of life was conclusive evidence
that all students related conservation directly to the

environment and to the building of values. Frequent

 

mention was made Of the real experiences, arousing aware-
ness, interests, and curiosity to build ideas. Relating
people to subject matter, such as biology, was stated

by many as the understanding Of human relations in con-
servation, this starting with the child himself. Stu-
dents were amazed at the span of knowledge encompassed

by conservation and the need to keep learning. One
student who had spent more and more time on lesson plans,
suggested this expansiveness of conservation be used as
an approach to curriculum in general. It was reassuring
to note that the students saw conservation in relation

to other subjects and not entirely as a new body Of in-
formation to acquire before teaching it. Many of the
students commented on the use of past experience and in-
formation in their lesson planning. This usually led to
a conclusion that research skill through inquiry was

the way to continue on after this course in job situa-

tions.

123

3. Attitude towards this course:

Students were asked to discuss their expecta-
tions in terms of the results of the course, whether
they would make the same choice again, take additional
courses. A basis for these comments were course ele-
ments of personal freedom, "break-throughs" in conserva—
tion understandings, and field experiences including
value to children. Although a certain amount of
"politic" agreement was to be expected regarding course
choice, qualifications were specifically defined in
favor of these items. The students expressed in various
ways that the course had contributed to their search for
personal relevance in the application of subject matter,
realization of personal responsibility for learning as
the project work proceeded. The confusion and doubts
held during the first part of the course were dispelled
when student involvement became the major activity, and
the students expressed appreciation for the autonomy of
their situations with the classroom and children.

Attitudes toward continued course work was favor—
able although the difficulties Of scheduling and required
course work made this largely doubtful. Suggestions
made included graduate work, inservice classes and work—
shops, and "promoting" the course by advance announcement.
Students were satisfied with the results of the course,

both for themselves and for children involved.

124

4. Attitude towards the process approach for teaching
conservation:

As a final Opportunity for critical analysis,
students responded to questions regarding the necessity
of having these experiences off campus, whether this
was too advanced for their states Of knowledge, and
whether this methodology added unique skills to pro—
fessional abilities. There was emphatic support for
the community action program and no qualifying substitu—
tions Offered for these experiences as being equally Ob-
tainable in a campus situation. Admitting to time,
scheduling, and transportation problems at times, the
students were insistent that experiences in the field
were the essence of the course value to them, especially
the teaching units. To some extent, a varied laboratory
program could include campus locale, and the seminars
would be most efficient on campus, but the projects
were unanimously upheld as essential in community context.
The ideas generated: practical situations, resource help,
and practical learning experiences to use information
learned in "piles". In addition, there was satisfaction
expressed for acquiring measures of confidence and en-
vironmental concerns. One student added: "Without the
community program it would be like a composer composing
music and never listening to it".

In response to extent of professional skill gained,

most students simply stated, "I plan to use it".

Wan-film

125

As a summary, suggestions growing out of these interviews

and from feedback instruments, are as follows:

1.

Distribute readings throughout the course, integrated
into other information areas Of the program, such

as seminars and laboratory.

Intensive preliminary learning sessions should be
interspersed with discussion groups or comparable

means for student dialogue.

Early orientation to project work to minimize initial
confusion and to give purpose to the contingent
exercises.

Regulation of scheduled times where it does not de-
tract from individualized instruction: establishing
times for seminars and laboratory periods, continuing
flexibility for projects, field trips, resource units.
Closer integration of field work with project work to
use information more efficiently.

Greater diversity of community resource units in labor—
atory sessions.

Early scheduling of involvement with in-service teachers
to provide more planning time if desired by the student.
Include instructional modules within community resource
units which are examples of teaching units in all sub-
jects, other than science. Carry them out as well as
provide them as resource units to complete the offered

modular experiences of laboratory and seminar.

10.

11.

12.

13.

14.

126
Provide a basic text for "security".
Extend the course beyond one quarter, by "alumni"
membership, with continued communication through
consultant services.
Include children's literature and resource informa—
tion as required reading.
Involve the seminar experts in the course in team
teaching.

Include school site develOpment as an instructional

. module.

Develop a method for researching resource and commun-
ity units which may be used to duplicate the work

of the class in job situations.

mu alum

 

.5“ -

CHAPTER V

COURSE DESIGN AND DEVELOPMENT

This research has clearly indicated the relevance
Of a community action program for providing the kinds of i
experiences satisfying individual interests, needs, and
backgrounds of pre-service teachers to relate conservation ,_
education to the environment and to children in a school
system. Further, it provides a means of integrating the
combination of disciplines that are recognized as the
"interdisciplinary nature of environmental problems".
It is a flexible approach to supplying individual-
ized instruction because it views the diversity found in
the community as a "system", developing within it signifi-
cant environmental areas and situations as subsystems which,
as complete conceptual units, are used by the student immed-
iately in individually selected projects of his own choosing,
for the course and under its supervision.
The results and evaluation Of the pilot study show
that the students were "ready" for the personal responsibil—
ities and choices this program utilizes. The students rated
this as "essential" and "very desirable" if not essential,
indicating a motivation not dependent upon conventional

course credits. The resultant value judgments and creative

127

128
experiences exhibited by students in their projects pro-
vided behavioral evidence that they were headed in the
direction of continuing self-education and action in
conservation education.

This technique, as a choice of alternatives, meets
the goals and objectives set forth for an Operational
methodology. As a developmental stage, this has been
unique in providing insights into all constituents of the
program through combined learnings from the community-
university interaction. The following revised design re-

flects this combination of values.

Goals and Objectives 9; Conservation

TO the broad goals set forth at the start of this
study as guidelines a revision is made to emphasize an
essential quality of purpose clearly defined in the school—
community action program and Often over-looked in objective
analysis. A restatement of the goal interrelating human
ecology with that of the natural sciences, fundamentally
seeks to: "Create an attitude of love or concern for the
natural environment in harmonious perspective with the man-
made environment, especially in relation to teaching
children."1

These objectives seek to:

l. Acquaint the student with scientific knowledge,

concepts, and principles specifically related to

resources and problems of a selected community

environment; employ procedures and techniques for

129
investigating and interpreting these concepts in
context; require the student to design lesson
plans applicable to a classroom situation in the
community, identifying environmental concepts and
principles, and using appropriate techniques; put
these into classroom operation.
Design the course as a model for achieving these
goals which will provide learning experiences based
on individual differences in backgrounds, abilities,
interests, and goals. The student will include
methods in designing lesson plans which recognize
individual differences among their own students.
Divide the course into units which make it possible
to simplify the complexity of the environment for
analysis while maintaining interrelationships
through the high level controls of the model.
Examples of units are in categories of water, soil,
wildlife, etc., components Of the natural and man-
made, human environments and related to specific
resources of the selected community. Students will
identify broad and fundamental concepts and prin—
ciples selected as necessary for the analysis of
the specific environmental experiences of the course.
Topics such as succession, cycles, and food chains
are examples to be explored in the immediate con—

ditions of the environment.

130

4. Design the course unit-contents and methods so that
these are adaptable to recombinations and act as
resources in situations beyond the immediate in-
fluence Of the course.

5. Design and build into course design specific pro-
cedures for evaluation which provide (a) adminstra-
tive review and approval of course objectives;

(b) tests designed to measure student achievement;
(c) pre-test and post—test to determine student
gains made within the influence of the course; and

(d) provisions for dynamic course redesign.

Course Units

 

Choice of topics or units follows a prevailing, logical
selection. Limitations on comprehensive coverage and depth
are imposed by time limitations of a one-quarter course
bounded by ten weeks and four weekly credit hours. The
majority of students in the pilot study stated this block Of
time realistically fitted into their tightly structured pro-
grams. In addition, it provides a means of comparison with
standard courses for educational research.

The ultimate selection includes those tOpics which are
related to the particular community-school environment. As
units, these consitute a "bank" from which to add and subtract
as other environments are chosen. For example, other environ-
ments in which learning experiences can be provided include:

(1) Low density rural community; (2) High density suburban

.
jinn—h .I

131

area; (3) industrial community; (4) Community on major
aquatic thorofares; (5) combinations of all Of these. Some
Of these choices would require adjustment to conventional
parameters of scheduling and course credit hours in order to
make these environmental classes feasible on an undergraduate
level.

Using the community situation Of the pilot study as
the focal point for resource choices throughout the course
design, the following topics or units are recommended. Note
that each topic is scheduled for one week. A theme is desig-
nated, as the common experiential reference, to provide a
focus on the community resource to be explored for inter—
disciplinary considerations. This also provides a beginning
point for student programs, community awareness, and an in—
sight into the interrelated environmental concerns of school

and community.

 

 

Week Subject Common Experiental Reference
1 Philosophy of Land-use Planning
Conservation Education
2. Ecology Teaching Stations
3 Water The River
4 Soil and/or Land The Farm
5 Vegetation Natural Areas: School Site Dev.
6 Trees City Forestry
7 Wildlife Wildlife Sanctuary
8 Recreation School Camping
9 Problems Student Symposia
10 Action programs Future teaching jobs

132

The order is important, selected by means of two criteria:
(1) each unit carries along a portion of preceding units, so
that the most basic units come first; and (2) the most basic
units represent resources important within the selected
community. Water has a primary position in the above sched-
ule, for example, because of the dominant position of an
important Michigan river and a critical problem with waste
water disposal in the community of the pilot study. Like-
wise, soil precedes vegetation because of its fundamental
nature also, and the strong urbanization forces disrupting
an important farming industry.

Designating a theme makes possible specific selections
of concepts and goalsfaas well as suggesting methodology.
By narrowing topics in this manner it is possible to provide
specific information in depth, supplying usable information
for the student in project work. In addition, it makes it
possible for these units to be designed as instructional
modules, complete experiences which may be presented through
a variety of instructional methods for greater efficiency,
motivation, experimentation, etc. For example, programmed
instruction, as an alternative to the lecture, would provide
factual background information, individualized instruction,

and flexible scheduling.

133

Sequencing

Sequencing is used to arrange information more effic—
iently and with increased individual relevancy. Information
is provided through readings, audio-visuals, simulation,
seminars, laboratory, and classroom teaching experiences by
the student. These are arranged in various combinations which
best prepare the student for building his own teaching units
and carrying them out in an actual classroom during the course.

Essentially, there are two patterns Of learning Ob-
served: (1) skill progression, from student awareness to self-
directed involvement; and (2) broad conceptual understandings
to problem solving, synthesizing complex understandings.

This is illustrated in the following chart:

Content Method

1. Orientation

l - Philosophy of l. Readings: adult and
Conservation Education children levels
2 - Ecology 2. Films and slide tapes

7 amm d instr.
3. Simulation exercises
4. Field assignments

5. Enrichment resources

II. Action

4 - Land 1. Readings

5 - Vegetation 2. Seminar sessions

6 — Trees 3. Classroom teaching

7 - Wildlife 4. Field laboratory

8 - Recreation 5. Enrichment: skills
6

Problems Resources

\0
I

‘T'.-

 

134

Part I of the program is teacher-oriented, with student
choices being made at each step within the framework pre-
sented. For example, choices of readings, selection of slide
tape concepts, and kind of field assignment allow the student
to supplement previous background information and specific
areas of interest. Minimum course understandings are pre—
sented through readings and programmed instruction or equi
valent. Student-teacher interaction occurs through field
experiences and other preparations occuring within the orient-
ation session for the classroom teaching experiences. These
will be described shortly.

In Part II emphasis shifts to student responsibility
Information is still supplied by the teacher, in seminar and
laboratory sessions, oriented to the selected community re—
source or problem. Other aides are available to the student
as Optional enrichment, which may serve to instruct him or
provide skills and techniques which may be incorporated into
a desired lesson unit Of the student's design. The lesson
units are related to the on—going curriculum, worked out in
cooperation with the in—service teacher, so that primary de-
cisions lie with the student. Besides resource help offered
the student from the course program described, the on-campus
laboratory is well-stocked with the kinds of resources antic-
.ipated for both student and classroom needs.

Total course content places emphasis on philosophy of
conservation education, ecology, and water since these occupy

a greater time block than the succeeding topics. The first

135

pervade the course and are reinforced throughout the other
topics. The third, water, represents the major feature of
the community chosen. Also, as an orientation these are
most likely to fit into pre-existing student backgrounds,
lessen anxiety, and motivate inquiry. Interaction with the
student during seminar and laboratory provide guidance
directly related to the students' programs of involvement
and, as such, stimulate student performance. Procedural

feedback supplies continual evaluation.

136

Instructional Modules

Reference is made to instructional modules, which
supply information and understandings needed by the student
to reach designated goals. A flexible and efficient teach—
ing tool is the programmed instruction technique, replacing
the traditional lecture. A brief description at this point
provides a reference to its use in the sequencing time tables
which follow.

Programmed learning techniques have three major
Objectives: (1) to present that is desired to be taught so
that (2) the learner may reach the desired goal within a
reasonable amount of time, (3) working at his own speed and
on his own time.

The technique involves a script written from perform—
ance goals, illustrated by pictures, such as slides, a means
for student responses to questions, such as worksheets, and
a means for student performance, such as simulated experi-
ences or intermittent activities.

Simulated experiences are gamelike and have the same
dynamic continuity as the script, requiring a developmental
type Of response which indicates to the student his degree
of understanding as he progresses.

The variety of responses possible for achieving be-
havioral goals using this technique is indicated by the
following chart. Simulation, involving the learner in
vicarious experience, provides a motivation and stimulation

often considered lacking in the usual programmed instruction.

— _l‘.“~

 

137

 

 

 

 

Behavior desired: LearninggDesired: Type of Response:

TO identify objects by name write
pictures by name match
systems by name select

To describe Objects write
systems match
concepts select
functions

To define words write
phrases match A

select 3

To use tools write 5
instruments select j
devices do A.
systems '

Steps in preparing a simulator unit include:

1. List performance goals in sequence

2. Divide into two parts for instructional flexibility
3. List critical responses essential to unit topic

4. Decide depth Of coverage to keep script fifteen to
twenty minutes in length

5. Write £1 tape learning sequence, using slide list
and response sheet

6. For planning supplementary activities and testing,
allow four hours per unit per week.

138
Desigp Criteria

1. The student will match concepts and principles of
conservation and ecology included in the prescribed readings,
seminar, and laboratory sessions to case-study situations
provided by films and tape-slide commentaries.

Performance Goalg:

See Unit I, Philosophy Of Conservation Education
See Unit II, Ecology

2. Students will make decisions and rationalize them in

simulation exercises of community planning and problems re-

lated to the real community-school environment in which the
course is to be operating.
Performance Goals:
See Unit II, Ecology
3. Students will secure information regarding the
natural, social, political, economic, and cultural resources
and problems of the OOOperating community-school environment
through primary investigation and team work, using pre-
scribed methods and forms.
Performance Goals:
See Unit III, Water
4. Students will prepare, teach, and evaluate six class-
room units on conservation in a community elementary school,
conforming to its on—going curriculum and philosophies and
to criteria Of the course. The course shall supply prepara-
tory instruction and perform as a resource to the student.

Perfgrmance Goals:
See Unit IV, Land

139

5. Students will demonstrate a competence in field in-
terpretations of environmental concepts presented in course
design and taking place within the community concerned.

Performance Goals:

See Unit V, Trees

6. Students will identify and acquire field skills and
techniques needed for teaching experiences but not included
in scheduled class sessions through use of enrichment pro-
cedures provided, such as tape-slide modules, laboratory
kits, and intro-departmental resources of the university.

Performance Goalgz

See Unit IV, Land
See Unit VII, Wildlife

 

140
UniL_I

Philosophy of conservation education:
"Land-Use Planning"

Concepts:
1. The ultimate goal of conservation policy should be

to manage the environment in such a manner that it contri-
butes to the physical and mental health of man and to the ,
"flowering of civilization". F}

2. The world's population is increasing, the earth's l

supply of some natural resources is decreasing. This be-

 

 

hooves man to use nature's resources wisely and with mini-

mum waste.

3. To live healthily and successfully on the land,
we must live with it, respect it, love it: it is not
enough to have wise use and enlightened practices in natural
resources utilization.

4. The goal of environmental conservation is the pre-
servation and creation of diversity among human societies
and in their organic environments.

5. A comprehensive sample of existing animal and plant
species and natural communities should be preserved for the
enjoyment and benefit of future populations of man.

Design Criteria:

1. Students will study conservation as a way of life, a gen-
eral social movement with political-economic overlays.
Performance Goal l:

Students will match historical events of environment

changes with changing concepts of conservation by

1&1

contrasting: (1) resource management::multiple use;

(2) wise use::quality of living; (3) land economics::

land ethic; (4) resource management::wilderness

areas; (5) natural areas::regional land use compre—

hensive planning; (6) proper land use::ecological

conscience or land ethid; (7) discipline::inter-

discipline. V
Performance Goal 2:

Students will be able to define natural resources as

renewable and non-renewable, human resources as

 

personal and institutional, and describe examples of
management in terms of their interaction in real
community situations.

a. Renewable resources: water, vegetation, soils
and land, wildlife, human, air.

b. Non-renewable resources: Minerals, natural areas,
Specimen wildlife, urbanization of soil

0. Personal human resources: great works of man

d. Institutional resources: group and organizational
accomplishments in environmental improvement

e. Interaction: park systems, urban planning,
science research

f. Comparison with agrarian, natural resource-oriented
conservation and a combination of open-ended
decision-making situations where good management
is involved: background information needed, con-
sideration of values and attitudes, priorities
of multiple use requirements, long range planning.

2. Students will be able to identify types of conservation
concerns and analyze these in terms of a definition for

"quality of the environment".

142
Performance Goal 1:

In a given environment students will identify existing
action in areas where conservation is physical im-
provement of natural resources, where social concerns
are open space and recreation, where science and tech-
nology advances the standards of living, and where
economics maximizes resource use.

Performance Goal 2:
Students will design environments and justify uses

of environmental features on the basis of concepts

of conservation.
3. Students will identify values with diversity of common,
easily available natural objects in the environment.
Performance Goal 1:
Students will be able to identify and interpret a
specified number of the species of important food
chains; primary producers important to successional
patterns; abiotic material related to geologic or
geographic fundamental concepts.

Performance goal 2:
Students will design creative experiences using a
selection of the natural objects identified, illus-
trating specific concepts and principles.

Unit Design:

A. Summary of content:

1. Attitudes
a. Personal identification of such values as esthetic,

recreational, space, health; providing for them
b. Institutional: social, economic, political,
scientific, natural; values and roles

1h3

2. Historical continuity of conservation education,
interrelating personal and institutional roles.

3. Environments and communities: natural and human
ecological principles; selection process.

#. Present conservation concerns: quality, multiple
use, priorities, carrying capacities

Methods and activities: 3 sessions, 1 hour each

1. Slide-tape presentation, "Quality of the Landscape",
following philosophy of Aldo Leopold's, Sgng_ggunty
Almanac, with kits of the habitats and a plan for
student interaction as a simulation experience.

This kind of session may be self-directed and scheduled.

2. Assigned readings on resources, management, problems.

3. Adaptation of programmed instruction to common ex-
periential reference, the community, with student
responses including mapping, locating areas for
additional investigation, becoming familiar with
human and natural resources.

A. Group discussion of concepts and principles, generally
and specifically, concluding with a focus on the
community and investigations desired, and a plan
for implementation. This includes course topics
and individual projects.

5. Use of multiple media to relate to type of learning
desired and to provide a model for student methods.

6. Field trips as a follow-through of simulated experi-
ences, to field-inspect investigations selected for

course projects, and to define them more specifically.

144

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Uni; I;

Ecology: "Teaching Stations"

Concepts:

1. Living things are interdependent with one another
and their environment, operating through time.

2. Organisms and environments are in constant change.
One species, population, or community is replaced by another
with greater genetic potential for utilizing the resources of
the changing environment.

3. A productive and stable environment comes from main-
taining a good mixture of early and mature successional
changes with interchanges of energy and materials.

4. Natural resources affect and are affected by the
material welfare of man's culture and directly or indirectly
by philosophy, religion, government, and the arts.

Design criteria:

1. Students will interrelate the concepts of diversity to
interrelatedness, change, adaptation in becoming acquainted
with biogeochemical cycles, energy cycles, food webs,
limiting factors, symbiotic activities within the commun-
ity ecosystem.

Perfgrmance Goal l:

Students will match descriptive statements about the

community and appropriate concepts related to struc-

ture and function, presented in context of real situ-

ations, as an activity of programmed instruction:

community, ecosystem, energy flow, biotic pyramid,

 

1#6

food webs, limiting factors, producer-consumer-
decomposer, succession, and climax.

Perfgrmance Goal 2:
Students will compare human ecology processes with
natural processes and be able to list (1) ways in which
man interfers with natural processes; (2) controls
natural processes; (3) changes the rate of natural
processes; (h) lives harmoniously with natural pro-
cesses. 4

Eerfgrmance Goal 3:
Students will compare and identify natural ecological
processes of terrestrial communities with those of
aquatic (river and pond) communities.

Performance Goal 4:
Students will list and compare influences related to
'human ecology on natural river and pond ecosystems.

2. Students will examine by field trip and laboratory speci-
mens, examples of concepts enumerated in Performance Goal
1: communities, energy cycles, food chains, succession,
limiting factors, etc.

Performance Goal 1:
Students will identify field examples of the listed
concepts presented in the laboratory: by description,
by hypothesized function, giving supporting evidence.
Performance a :
Students will design a field exercise, setting up

teaching stations on campus to illustrate related

 

fiEEJ .i‘h .‘..‘

147
concepts of ecology: diversity, interrelatedness,
change, adaptation. Identification of specific items

is not required.

Unit design:

A. Summary of content:

1.

Community structure and function
a. Habitat

b. Biotic community

0. Ecosystem

d. Trophic levels Fl
e. Niches '-.
f. Diversity ’
g. Interrelatedness
h. Ecotone

 

 

Energy flow

a. Food chains

b. Trophic levels

c. Energy budgets and natural flows: plants and animals
d. Biogeochemical cycles

Life requirements and environmental influences
a. Essential chemicals

b. Food

0. Temperature

d. Water and moisture

e. Wind

f. Light

g. Microclimates

Succession

a. Primary, secondary

b. Animal, vegetation

c. Aquatic, terrestrial

d. Climax

e. Influences, man and natural

B. Methods and activities: 3 sessions, 1 hour each

1.

As a continuation of the community development slide
tape presentation, an area will be singled out and
subdivided into a number of habitats, described by
a new slide tape unit. The student will select one
of the habitats of this area. Each of the habitats

will have a kit consisting of a tape, slides, specimens,

148
and worksheets. The student will map the area, locate

members of the habitats, and use a worksheet as
directed by the tape.

Continuing to work with the model and new programs,
the student will experiment with food chains, trophic
levels, energy flow by manipulations, measurements,
computations, diagrams, and simple experiments.

A reading list, with required and optional references,
includes children's books on subjects of this unit.
Continued use of simulation will combine an increasing
number of items from the environment with the taped
exercise. Eventually the student locate these in

the environment. .

These exercises are self-directed, arranged as topics
from which the student may select additional subjects
most.relevant to his needs. Field trips, a follow-
through to the simulations above, may be self-directed
or with the instructor. Method in both cases is active
discovery by the student through well-structured re-
quirements.

Performance is measured by completed exercises in the
laboratory and field, and through student design by
grade level and topical experiences for children,
patterned after those activities completed by the

student in the course.

 

149

 

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150
Unit III

Water: "The River"

Concepts:

1. Water is a reusable and transient resource, but the
available quantity may be reduced or quality impaired.

2. Water supplies, both in quantity and quality, are
important to all levels of living.

3. Since water occurrence and movement recognizes no
political boundaries, water management should provide for
intergovernmental cooperation, coordination, and control of
water resources among users.

Design criteria:

1. The students will become acquainted with the principles
of the water cycle as it applies to The River.
Performance Goal l:

The student will be able to sketch a cross-section of

ground water showing an aquifer,pwater table, artesian

spring, permeable and impermeable strata, and water-
shed as related to the geology of the area and to the

River.

Performance Goal 2:

The student will be able to sketch the transpiration-

evaporation part of the hydrologic cycle, explaining

variable factors related to existing vegetation, soil,
water budget, and man's uses which may cause changes
to the quality and quantity of the water.

2. Students will investigate the characteristics of water

which make it vital to all life.

 

3.

w 151
Performance Goa; l:

Students will make a stream or pond survey of the
physical characteristics of the water: turbidity,
pH, BOD, mapping, temperature; and sampling of the
plant and animal populations.
Performance Goal 2:

Students will identify water conditions with plant
and animal adaptations which enable them to live in
the varying conditions of water habitats: oxygen,
temperature, salinity, calcium, water movement, man-

introduced chemicals.

Students will be able to relate man's uses of the River in'

a historical frame of reference and state priorities,

conflicts, and problems.

Performange Goal 1:
Students will be able to recall historic uses and
events in the life of the River, with specific refer-
ence to its role in the development and life of the
community, including the present.

Performance Goal 2:
Students will investigate the community's waste water
disposal system and its relationship to the River,
describing and evaluating the processes.

Students will become aware of political control of water-

'5

ways and watersheds.

Performance Goal l:

Students will be able to relate the control and regula-

tion exercised by state, region, and local authority.

 

152
Performance Goal 2:

Students will be able to identify the function and

structure of the Watershed Council.

Unit design:

A. Summary of content:
1. Water cycle, with Special emphasis on the river
a. Ground water: aquifer, water table, artesian
sources, permeable, impermeable strata, watershed
b. Transpiration-evaporation cycle, related to
vegetation, soil, water budget, man's uses
2. Physical-chemical characteristics
a. Stream or pond survey
b. Habitat requirements
c. Related factors: eutrophication, succession, index

organisms, dominance, limiting and controlling
factors of ecosystems

3. Historical and multiple uses: priorities and conflicts
a. Historical uses
b. Waste water treatment

4. Political control and regulation of waterways and
watersheds
a. State, region, local
b. Watershed councils

B. Methods and activities:

1. The role of water, structure and function, in the eco-
system will be presented in two ways: illustrated
lecture and tape-slide, each containing essentially
the same information, designed to stimulate questions.
The tape lesson will serve as a reference resource.
Other enrichment modules on separate suthpics of
water and the river will be available to students, on
topics in Unit Design, and include activities.

2. A multiple media approach to the historical aspects

will include audio-visuals and artifacts. From these

students will list investigations and activities.

 

3.

4.

153
Field trips to the community and river will be designed

around those listed by the students, investigating
questions generated. Such areas might include flood-
plains, non-conforming uses, land use including parks,
dams and water power plants, monitoring devices,
preserves, effluent discharge, storm flow, glacier
footprints.

Laboratory session would be used for stream survey:
physical and biological measurements, habitats, food
chains, change.

Seminar session would discuss management and multiple
uses and the problems of regulation. A panel would
represent these various interests, including political,
social, and economic interests.

A trip to visit the waste water disposal facility

and water systems investigation would be valuable in
contrast to a nearby metropolitan comparison of similar
facilities. Investigations of septic tanks and
recycling operations in 000peration with public

health officials would be small-group investigations.
Students would designate school use for these topics

and experiences: subject, grade level, purpose, etc.

 

154

 

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Unit I!

Soil: "The Farm"

Cpncppts:

1. Factors which determine the nature of soils are parent
material, vegetation, climate, topography, time, and man's
management.

2. Michigan soils are heavily influenced by glacial action.

3. Soil supplies man's food and other fundamental needs.

4. Land is exploited for its highest economic use which
takes good agricultural land out of crop production.

5. Land may be used for various purposes such as forests,
agricultural crops, grazing, recreation, building sites, roads.
Design criteria:

1. Students will study soil profiles in genetically developed
soils to identify and understand the significance of the
horizon development and such influences as climate, vege-
tation, topography, time, and man's management.

Performance Goal 1:
Students will be able to identify glacial features of
the landscape: moraines, alluvial plains, outwash
plains, till plains, potholes, and relate character-
istics to parent material of soil formation.
Performance Goal 2:
Students will take and analyze a soil sample from
different locations on the farm, varying in topo-
graphy and vegetative cover. Explanations will be
recorded for observed structure, texture, composi-

tion, color, horizons, age on map of area.

 

156
Performance Goal 3:

Students will find evidence of development of soil
from glacial origins through man's management and
select samples for displaying this story.
Students will study the chemical, biological, and physical
functions of the soil for supporting plant life.

Performance Goal 1:

 

Students will be able to identify the elements essential
to life of plants being grown on the farm, supplied by
soil, and relate effects of deficiencies from observation.
Perfprmance Goal_2:
Students will describe the tranSport system of nutrients
between soil and roots and identify ways this is
achieved in land management such as the farm.
Performance Goal 3:
Students will design experiments or demonstrations to
illustrate relative amounts of support given by the
soil to the plant, chemically, biologically, physically.
Students will become familiar with man's methods and
techniques for managing the soil, as practiced at the
farm presently or as potential for increasing land pro-
ductivity in the future.
Performance Goal l:
Students will identify and describe methods being used
to increase land productivity.
Performance Goal 2:
Students will compare community land-use patterns as

a trend of agricultural land use and investigate locally.

157

Perfprmance Goal 3:

Students will investigate problems confronting local

farmers in the management of farmlands such as the

dairy.

B. Methods and activities:

1.

Basic information will be provided in two forms:
tape-slide and readings with selections possible.
These are prepared as preliminary to laboratory exper-
iences which follow.

Laboratory experiences are held at the dairy farm:
soil sampling, analysis of uses, vegetation mapping.
Seminar sessions are conducted by the County Agent,
together with a local farm manager and city planner.
Supplementary materials provided in module form,
both written and in tape-slide sequences, on all
subject categories of soil applicable locally and
world-wide.

Make up a kit for soil sampling and activities to

be conducted by the students, including all materials
needed.

Student demonstrations of information acquired on
soils and lands:: Make available a portion of the
campus which corresponds to a road-cut or excavation
such as are commonly found on landscapes.

Start plant experiments at beginning of course for
nutrient experiments; arrange with horticulture

department to do the same, for comparisons and learnings.

158

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Unit V

Wildlife: "Wildlife Sanctuary"

Concepts:

1. Wildlife management involves the creation, preserva-
tion or completion of habitats for desirable wild animals.

2. Populations of animals occupy specific habitats through-
out the environment in direct relation to their abilities to
adapt to dynamic change.

3. Successful stocking or introduction of new species by
man requires a knowledge of life cycles, an available habi-
tat, adaptability of the Species to the new habitat, and a
desirable effect on other Species of the new area, including
man.

4. Wildlife refuges, undisturbed natural areas, and pre-
serves may be of value in protecting endangered species and
perpetuating the gene pool.

Design criteria:

1. Students will become aware of habitats, daily and seasonal
movement, and life cycles of aquatic wildlife of the area:
ducks, geese, and swans.

Performance Goal 1:

Students will be able to tell from memory the life cycle,
habitat, foods, cover, resting areas, and range of the
swan, relating these to the types of refuges provided
for migrating birds.

Performance final 2:

Students will be able to identify other members of

Species found locally and identify natural conditions,

160
relating these to carrying capacity, competition,

territorialism, predation.

2. Students will investigate the effect of the swan sanctuary
on the diversity of wildlife occupying similar habitats
and native to the area.

Performance final l:
Students will interview residents living within range
of the swans and obtain information regarding numbers,
kinds, and habits of other wildlife in the range, over
time. Relate these to develOpments made by man locally.
Performance Goal 2:
Students will give a written evaluation of sanctuaries
of this kind, based on theory, observations, and inter;
views. Students will give a written analysis of
concepts as they apply to the school curriculum.

3. Students will study management problem of introducing new
Species, or stocking wildlife and become aware of advan-
tages and disadvantages, methods, and requirements.

Performance Goal l:

Students will be able to name five successfully intro-
duced Species, stating reasons for success or failure.
W:

Students will be able to defend their opinions of
stocking procedures, hunting, game preserves, zoos,

and exotic pets.

 

161

Methods and activities:

1. Audio-tutorial and/or module introduction to the concepts
of wildlife management, with Special emphasis on the
aquatic wildlife population in the river habitats.

2. Interviewing of residents within vicinity to assess degree
of interest, knowledge, and value attached to the wildlife,
to detect practical problems such as loss of Species,
interference in habitats, competition, predation, etc.

3. Laboratory sessions in the area to inspect populations,
observe behavior, physical characteristics, habitats,
feeding, nesting, cover as well as vegetative types.

Learn to identify wild foods, cover, nesting and hiding
sites, edges, and man's influences.

4. Seminar sessions to discuss practical aspects of refuges
and sanctuaries, wildlife management as a sport, with
an exercise in identifying ducks and geese.

5. Students will prepare interpretations of the concepts and

experiences for teaching units.

162

 

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163
M

Plants: “School Site Development"

Concepts:

1. Plants are renewable resources.

2. Energy is supplied to an ecosystem by the activities
of green plants.

3. Outdoor recreation is an increasingly important part
of our culture, fundamental to which is the preservation
and development of natural landscapes and plant diversity.
Education is essential to obtaining these goals.

4. Plants are ultimate sources of all food and are
essential to clothing, shelter, energy, and spiritual well-
being of living things, including man.

Design criteria:

1. Students shall study a natural area endowed with diverse
natural habitats and plant communities available to the
schools as a resource for an outdoor classroom or labora-
tory.

Performance Goal_l:

Students shall become familiar with a specified number
of common wildflowers, herbs, shrubs, and trees of the
area, to identify, know uses, plant associations,
animal associations, and soil relationships.

Performance Goal 2:

Students shall become familiar with plant diversity,
adaptations, succession and relate these to an area.

2. Students Shall consider outdoor areas surrounding the
school in which student projects are being designed as

as a curriculum resource and plan.ways to develop its use.

 

164
Performance Goal l:

Students shall inventory the present school areas
and indicate ways its resources may be used to enrich
the curriculum.

Performance Goal 23
Students will suggest ways by which to improve the
site for specific intended uses.

Methods and activities:

1. Students will select either the,natural area or school
site in which to sample the concepts of this unit. The
following topics are basic to this analysis: lidentifi-
cation of plant cover in an evolutionary framework;
mapping and sampling an area; interrelationships to
animals and soil; uses and disuses; diversity and adapta-
tion; esthetics and multiple use of this site; habitat
potential; experiments in learning through observations;
land use in relation to community.

2. Exercises for identification of the above topics are
provided, using varied techniques and resources, and
permitting student choice.

3. Techniques for field investigation accompany the above
topics. Wherever feasible these will be in the form of
instructional modules or units, completely implemented.
However, component parts of the topic will be available
for student recombinations for open-ended investigation.

4. A model will be offered of utilizing an area by theme
and teaching stations which students may then vary.

5. Students will design an outdoor school site and explain

features in terms of dynamic use.

 

165
Unit VII

Forestry: “City Forestry"
Concepts:

1. There is an increasing need for improved forest
management, especially in and around urban areas.

2. Trees depend on water, soil nutrients, sunlight and
air for growth and proper development.

3. Forestry as practiced in urban areas manages these

resources for multiple uses and values for a great many people.

Design Criteria:
1. Students shall become familiar with urban areas as
habitats for trees.
Performance goal 1:
Students shall be able to identify species of trees
found in urban areas and associate these with factors
responsible for their distribution.
Performance goal 2:
Students will be able to describe the structure and
function of trees and habitat interrelationships.
2. Students shall recognize forest management practices and
problems in urban areas.
Performance oa
Students will describe silviculture practices in urban
areas.
Performance goal 2:
Students will identify multiple uses and values of trees

and related vegetation in urban areas.

 

16o

Methods and activities:

1.

The laboratory session will be held in a city park with
city forester as a resource person to explain management
practices with the present park as an example. Students
will map the area and identify the principles in evidence.
From this, students will redesign the park to make it an
ideal park as they see it, showing diversity, texture-
color-Shape-size considerations, nuisance plants, toler-
ances, screening, light and air, etc. where these are
logical.

Students will learn to identify examples of common problems,
remedies, and care of trees. An exercise in tree trans-
planting will be provided.

A tour of the area will identify practices, needs, uses,
values, and ideas for future changes. Private plantings
will be identified on the tour-mapping as a resource.
Students will learn skills and techniques such as measure-
ment of microclimates, “cruising” for lumber, pruning,
woodlot management procedures and be able to use these or
secure the aid of proper resource people who will assist.

A map of specimen trees will be made by the students, and

a "tour guide".

Students will develop a variety of activities for Arbor Day.
All background information, including that which is specific
to local resources, will be available on a slide-tape series.
Students in the course may use these as resources.

Students will make collections for display, using preferred
and scientific techniques.

Seminar sessions will present the varied viewpoints of

the multiple-users and planners.

167
Unit VIII

Recreation: "School Camping"

This unit will be patterned after the experience
planned for the Pilot Study. It consists of a weekend, or
overnight, trip to Clear Lake School Camp near Battle Creek,
or a comparable facility. Patterned after the experiences
provided for school groups, the students will be instructed
in each of the areas of the program so that each student may
act as a resource person on a Specific topic, instructing the
remainder of the group during one session of the time. In
addition to subject areas handled in this way, students ex-
perience outdoor recreation activities such as archery,
canoeing, hiking, and camping and acquire a measure of the
skill~to teach.

Singing, skits, and campfire experiences make this a
very busy session. The response is overwhelmingly in favor
of this concentration as opposed to a longer session. The

students acquire a feeling of integrating the many subjects

presented.
Unit IX
Problems: "A Community over-view for Action"

For this concluding session the students submit a '
tour of the city, with brief commentary on selections made.
A composite is drawn up, "teaching stations" designated,
and the tour is conducted as a cooperative effort. This
may be done with slides, also. An effort will be made to
make this a "fun" tour and, through its relaxed informality,

stimulate meaningful discussion and questions.

168

Summary of Course Design

Actgon-orggnted:

Each unit has a common experiental reference relating
it to an actual community situation involving a combination
of natural resources and human ecology. These are then re-

lated to children in the classrooms of the community schools.

Problem-solvnmg:

All situations require a base of specific information,
scientifically valid, appropriate to a recognition of problems.
The complexity of each situation requires a consideration of
alternatives and priorities dependent upon attitudes and
values of the individual. Solutions or action reveal these,

more often stimulating significant inquiry as a search for

answers .

Ecological base: interdisciplinary

No situation is a closed system. While acquiring min-
imum understandings about a Specific subject, emphasis and
direction is given interrelated factors of the environment
which stimulate inquiry for continued self-education for

a broader base of understanding.

Modular instruction:

Each unit is oriented to a specific environmental area
which embodies fundamental concepts of a categorical division
of conservation. These environmental areas or combinations
of these areas fit most human communities. They serve as

focal points to stimulate further inquiry and to initiate

169
Specific action on particular circumstances. The enrichment
modules supply specific information and skills needed by
teachers with limited science backgrounds to be used for
self-education or as teaching aids in the classroom. This
form of presentation is more efficient for the individual
student and shifts the burden of learning to him. Effective-
ness of the modules is evaluated through student performance

which is integrated into them.

Concise approach:

The student is made aware from the beginning of the
course scope and sequence, designed input and expected out-
put. Objectives are clearly stated, requiring student
choices and decisions throughout, progressing from teacher-
oriented to student-oriented action. Each unit contains
a measure of student achievement which works toward the
student-centered goal. In the community action experiences,
outside disturbances and confusion is minimized by antici-
pating externalities through modular instruction devices,

resource assistance, and controlled feedback procedures.

Multi-media approach:

Slide-taped programmed instruction, simulation,
micro-teaching, demonstrations, exhibits, a well-equipped
laboratory supplement field experiences and active class-
room teaching. These not only utilize media which function
best in the Specific learning situation, but also provide
examples of working techniques which the student may wish

to incorporate into future job situations, once tried.

170
Student-centered:

Although the procedures outlined are highly structured,
they are components of a system which is put into motion by

student decisions and direction.

Practical and relevant instructipn:

The orientation to real situations is directly related
to future job situations of the teacher by the nature of the
orientation designed and the implementation provided by

objectives that are testable and observable.

 

171

CHAPTER V REFERENCES

1. Gilbert W. Mouser. From lecture notes: a point he
never deviates from himself.

2.

Basic concepts in these units were selected as appropri-
ate to this study from five authoritative sources:

a.

"Guide to Teaching Conservation and Resource-Use
in Michigan“, Michigan Dept. of Public Instruction
inécooperation with Michigan Dept. of Conservation.
19 3.

Hanselman, David L. Interdepartmental Teaching pf
Cpnnervation np_Ohio State University. Doctoral
thesis, 1963.

Roth, Robert. "Fundamental Concepts for Environ-
mental Management Education (K-l6)“ Unpublished
doctoral thesis, 1969.

Messner, Clarence. Evaluating_g Program p§_Cpn-
servation Education ;n_the Elementary Spnppfi,
Conservation Education Assoc. bulletin, No.

Stapp, William B. Integrating Conservation and
Outdoor Education into the Curniculum (5-12).
Also, selections from this program integrated

into the school system of Ann Arbor, Michigan.

 

CHAPTER VI

FUTURE DEVELOPMENT AND RESEARCH

The methodology and modular design of units in course
content suggest possibilities for future develOpment through
additional applications and research. This chapter will
enumerate these briefly:

I. Future development:

A. Team teaching:

Mutual benefit would derive from experts in topi-
cal areas applying their expertise to specific prob-
lems in conservation education, at a local level.

At the present time this interdisciplinary approach,
put together like a symposium, is a problem-solving
complex with an empirical approach for reaching funda-
mental concepts, principles, and problems. The next
step, to help translate these properly to the obscure,
but very real, complex of problems in the day-to-day
life of an ordinary community, is seldom taken. Yet,
this is the teacher's assignment. Although each
discipline makes its contribution at the present time,
a "confrontation" among experts over a common experi-
ential reference, a specific community, might redesign

172

 

173

some of the procedures and outlooks being used
today, in the disciplines, that were products of
an agrarian society and do not offer alternatives
to new pressures and compromises. A case in point
is a book entitled Conservation p£_Natnpa; Res es,
edited by Guy-Harold Smith, 1971. The chapter deal-
ing with floodplain problems dwells at great length
on the single problem of natural flooding, farmlands
versus forested lands along the fringe, power uses,
and the solution "effective zoning of bottomlands
may result in dedicating large areas to use by the
river in times of flood. Only higher and easily
protected lands should be approved for residential
and industrial purposes". No mention is made of
the problem of run-off, urbanization pressures,
new problems of land-use, the inadequacy of zoning
to protect these lands, the new agencies, etc.
A student using this text would be poorly prepared
to recognize or understand the local problem.

Teamwork would give direction to a higher level
of analysis in problem solving, better techniques
and tools, where it is needed.
Course guide for instructors:

Team action could result in the design of a
Guide, interrelating all units, procedures, activities,
and objectives so that course units could be assigned

to additional instructors. The experts would then

 

174

serve as consultants and directors, providing super-
vision and dynamic updating for the course. Such a
guide could be used for individualizing instruction,
providing a smaller student-teacher ratio, encourag-
ing the use of modular units, and standardizing
evaluation procedures.

C. Instructional modules:

Design and construction would accompany curri-

culum development of the course in conservation educ-

ation, effectively using present materials, selecting,

 

and designing additional. These need not be Specific-
ally applicable to a single course method but, using
agreed-upon objectives for a course in conservation
education, relate to as many alternative methods as
occur. Variations to fit alternate uses could be

made by "add-on, take-off" of basic component parts.

II. Applications
A. Professional service-center for conservation education:
The modules could be used for off-campus courses
and workshops within a community and school system,
initiating a program of self-help and consultation for
the school, and a test of their use in the job situation
for the course designers.
B. In-service teacher instruction:
Supply a program to present to school systems,
citing the above-named advantages, and enlisting the
cooperation of school administrators to provide a high-

level of professional cooperation and program continuity.

175

III. Research programs:

A.

Design an alternate course method to the pilot study
design, using the same objectives,-as a compromise
in recognition of costs of the off-campus course.
Such a course would be campus-based but focus course
content, materials, and procedures on a common
experiental reference, a near-by community and its P”
school system. Compare the achievements of each Ci
course, using valid and objective means, for

selecting the most efficient method for teaching

 

a course in conservation education for preservice

teachers.

Use course materials with other variables:

1. Instructional method: Compare teaching by lecture
with teaching by programmed instruction, using
the instructional modules.

2. Content: Using instructional modules, vary by
pre-design of unit content as compared to
permitting student choices, using same course

objectives that are testable and observable.

BI BLI OGRAFHY

176

 

BIBLIOGRAPHY

Allen, D. and Ryan, K. Microteaching. Reading, Mass:
Addison Wesley Publishing Co., 1968.

Bennett, Dean. Organization and operation of the Yarmouth
Maine Environmental Education Program. (Mimeographeds
Yarmouth Public Schools, 1969.

Cain, Stanley A. The New Conservation. (Mimeographed)
Remarks at the Contemporary Club, Herron Museum of Art,
Indianapolis, Inc., Nov. 19, 1968.

Cooley, William W. and Glaser, Robert. "The computer and
individualized instruction". Science, 166: 57h-582

Oct. 31, 1969)

Drozin, V. G. "Cybernetics". The Science Teacher,
36:21-3. (Nov. 1969)

Engman, Bill D. "Behavioral objectives: key to plannin ".
TST Forum, The Science Teacher, 35: 86-7 (Oct. 196 )

"Environmental studies: OST report urges better effort".
Science l66:351 (Oct. 31, l969).

Glaser, Robert. Evaluation of instruction. Wittrock, M.D.
and Wiley, D., editors. New York: Holt, Rinehart &
Winston. 1970.

Guide to teaching conservation and resource use in Michigan.
Pub. by Michigan Dept. of Pub. Instr. in cooperation
with Mich. Dept. of Conservation. Bulletin h25, 1965.

Hanselman, David L. Interdepartmental teaching of conserva-
tion at Ohio State University. Reported for the
Natural Resources Institute, Ohio State Univ.

Doctoral dissertation l963.

Hare, F. henneth. "How shall we treat the environment?"

Science, 167:355. (Jan. 23, 1970)

Herron, J. Dudley, coordinator. Preservice Science Education
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