Program Design Principles to Support Teen-Adult Community Conservation Efforts
Program Design Principles to Support Teen-Adult Community Conservation Efforts
复制标题
支持青少年社区保护工作的计划设计原则
作者：
Laura M. Cisneros;Jonathan Simmons;T. Campbell;Nicole Freidenfelds;C. Arnold;Cary Chadwick;David Dickson;D. Moss;Laura Rodriguez;J. Volin
研究人员和实践者已经在个人和社区层面发现了许多基于地方的环境行动（PBEA）项目的成果（例如，促进积极的青年发展，培养科学认同，建立社会资本，促进环境质量改善）。在许多情况下，PBEA项目的主要受众是年轻人，很少关注终身学习者或代际（如青年和成人）伙伴关系。然而，对于终身学习者来说，PBEA项目是有必要的，因为在美国，当地的保护决策通常是由志愿者委员会和委员会执行的，而这些委员会和委员会通常很少接受正式的保护培训。在本研究中，代际PBEA项目可以提供一个机会，将青少年（如精通技术的人）和成年人（如了解当地社区问题的人）的独特技能和知识结合起来，以创新的方式解决与参与者及其社区相关的现实世界的努力。本研究描述了一个项目模型，该模型提供了结构化的学习机会，支持代际伙伴关系（青少年和成年人），因为他们为社区保护工作做出了贡献。我们使用基于设计的研究方法来开发和完善项目设计原则和沟通支柱，以支持成功的青少年保护项目，积极的参与者体验和科学身份创作。原则和支柱借鉴了身份、文化学习途径和社区保护研究文献，以及之前从我们的代际PBEA项目中收集的参与者访谈数据。我们概述了四个设计原则和四个沟通支柱，这些原则和支柱对于促进青少年-成人环境行动的合作至关重要，并具有提供项目指导和参与者支持的双重功能。这些原则和支柱的目的是建立合作的团队伙伴关系规范，抵制传统的等级青少年-成人关系。此外，原则和支柱考虑合作伙伴如何利用他们的兴趣、经验和社区知识，并利用这些资产以及保护科学学科实践来完成有意义的科学追求；从而促进他们如何将自己视为对科学事业有贡献的人。提供了支持每个原则和支柱的范例数据和文献，并讨论了这些原则的未来扩展。
Researchers and practitioners have identified numerous outcomes of place-based environmental action (PBEA) programs at both individual and community levels (e.g., promoting positive youth development, fostering science identity, building social capital, and contributing to environmental quality improvement). In many cases, the primary audience of PBEA programs are youth, with less attention given to lifelong learners or intergenerational (e.g., youth and adult) partnerships. However, there is a need for PBEA programs for lifelong learners as local conservation decisions in the United States are often carried out by volunteer boards and commissions, which often have little formal conservation training. Intergenerational PBEA programs can provide an opportunity to bring together, in the case of this study, the unique skills and knowledge of teens (e.g., tech-savvy) and adults (e.g., knowledgeable of local community issues) that can lead to innovative ways of addressing real world endeavors that are relevant to participants and their communities. This study describes a program model that offers structured learning opportunities that support intergenerational partnerships (teens and adults) as they contribute to community conservation efforts. We used a design-based research approach to develop and refine program design principles and communication pillars for the purpose of supporting successful teen-adult conservation projects, positive participant experiences, and science identity authoring. The principles and pillars drew on identity, cultural learning pathways, and community conservation research literature as well as previously collected participant interview data from our intergenerational PBEA program. We outline four design principles and four communication pillars that are critical to facilitate collaborative teen-adult environmental action efforts and serve dual functions of providing program guidance and participant support. The aim of these principles and pillars are to establish collaborative team partnership norms that resist traditional hierarchical teen-adult relationships. Further, the principles and pillars consider how partners can draw on their interests, experiences, and knowledge of community, and utilize these assets along with conservation science disciplinary practices to accomplish meaningful science pursuits; thus facilitating how they identify themselves as contributing to science endeavors. Exemplar data and literature that support each principle and pillar are provided, and future extensions of these principles are discussed.