Petting bees or building bee boxes? Strategies for transformative learning

Abstract

This paper presents findings from a research study exploring the effectiveness of three environmental education programs. The first was an interpretive program where visitors learned to safely interact with and ‘pet’ bees (control group), the second was the same interpretive program with the addition of post-visit action resources (interactive treatment group), and the third was a contributory citizen science bee box building project (citizen science treatment group). Using personal meaning maps, interviews, and participatory observations we explored learning outcomes in relation to Transformative Learning Theory. This study found that the interpretive program facilitated a more complex learning experience across all transformative learning domains. The participants who engaged in a contributory citizen science bee box project demonstrated a narrower, albeit more focused learning experience where their knowledge increased specifically in relation to understanding the issues native bees face and actions related to native bee conservation. These findings have important implications for experiential learning where action outcomes and transformative learning are interrelated goals.

Keywords:

• Contributory citizen science
• environmental education
• sustainability
• transformative learning

Disclosure statement

This work was supported by Mitacs and the Land Stewardship Centre of Canada in partnership with the Beaver Hills Biosphere (FR42787). Ethics approval obtained from the University of Alberta (PRO00096944).

Additional information

Notes on contributors

Jill Bueddefeld

Dr. Jill Bueddefeld is a social scientist with an expertise in learning and behaviour change. Her work generally explores environmental education, nature-based tourism, and transformative learning experiences. She specializes in mixed-methods and pragmatic research that takes an applied approach to better understanding how to design more effective learning experiences for people in parks and protected areas. As a consultant she recently advised Parks Canada on the ‘Making Roads Safer for Wildlife Initiative’. She is also a current post-doctoral fellow working on a project with Dr. Kevin Kerr at the Toronto Zoo and mentored by Dr. Chris Lemieux in the Department of Geography & Environmental Studies at Wilfrid Laurier University, Ontario. Recent research projects include educating the public about how to safely interact with bears, bison and bees. She is an award winning social science communicator and instructor of earth sciences, specializing in communicating climate change to diverse audiences. Dr. Bueddefeld is interested in knowledge translation and creative communication strategies to engage the public.

Julie Ostrem

Julie Ostrem is a graduate student studying at the University of Alberta. She is currently completing a thesis on interagency collaboration in UNESCO Biosphere Reserves. Her research focuses on collaboration in the field on environmental education and heritage interpretation. Julie has considerable experience both researching and working in the field of environmental education and interpretation.

Michelle Murphy

Michelle Murphy is a PhD student at the University of Alberta with an interest in human-wildlife coexistence in parks and protected areas. Her current research examines trail-based recreation in bear habitat with a focus on visitor preferences and decision making. Additionally, she has consulted on Parks Canada’s ‘Making Roads Safer for Wildlife Initiative’ and worked as a research assistant for projects on knowledge mobilization in parks, grizzly bear knowledge and management decisions, and educating the public on safe interactions with wildlife in parks. Twitter: @murphm

Elizabeth Halpenny

A Professor at Canada’s University of Alberta, Elizabeth Halpenny received a PhD in Recreation and Leisure Studies from the University of Waterloo in 2006. She currently teaches and conducts research in the areas of tourism, marketing, environmental psychology and protected areas management. Elizabeth’s research focuses on individuals’ interactions with nature environments, tourism experience, and environmental stewardship. Current research projects include: (a) the role of mobile digital technologies on visitors’ experiences: (b) travel decision making – role of brands, loyalty, commitment, place attachment; (c) environmental stewardship of natural areas; (d) factors shaping mobilization of protected areas-related knowledge; and (e) destination-related social media conservations.

Brian Orr

Brian currently works with Alberta Parks within the Visitor Experience branch. Traditionally he oversees the development and delivery of interpretive and education programming for the east-central part of the province, known as the Parkland Management Area. Within these programs, visitors are engaged and inspired to connect with the natural world and the environment through guided hikes, family programs, theatre, outreach, formal education and more. Brian also has an MA in Environmental Education and Communication through Royal Roads University, Victoria, BC. His Masters research focused on teaching children in outdoor settings within parks and protected areas, who have various aversions and fears to nature. Brian’s professional goal is to help strip away misconceptions and barriers to connecting to nature, so that people may respect and then want to conserve the environment we share.