Environmental education program evaluation in the new millennium: what do we measure and what have we learned?
Environmental education program evaluation in the new millennium: what do we measure and what have we learned?
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新千年的环境教育计划评估：我们衡量什么以及我们学到了什么？
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
D. Hill
中科院分区：
文献类型：
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作者：
M. Stern;R. Powell;D. Hill
我们对1999年至2010年间发表的同行评议研究进行了系统的文献综述，这些研究以经验为基础评估了青年环境教育（EE）计划的成果（18岁及以下），以实现以下目标：（1）寻求报告的经验证据，证明什么是有效的（或不）在EE编程和（2）揭示有关未来EE倡议及其评估的有前途的方法的经验教训。虽然审查总体上支持基于共识的最佳做法，例如北美环境教育协会的卓越指南中公布的最佳做法，但我们还确定了可能推动积极成果的其他主题，包括提供整体经验以及环境教育工作者的特点和交付风格。总体而言，支持这些主题的证据中所载的66篇文章审查大多是间接的。很少有研究试图从经验上分离出负责测量结果的程序的特征。我们讨论了研究设计的一般趋势和相关的影响，为未来的研究和EE编程。
We conducted a systematic literature review of peer-reviewed research studies published between 1999 and 2010 that empirically evaluated the outcomes of environmental education (EE) programs for youth (ages 18 and younger) in an attempt to address the following objectives: (1) to seek reported empirical evidence for what works (or does not) in EE programming and (2) to uncover lessons regarding promising approaches for future EE initiatives and their evaluation. While the review generally supports consensus-based best practices, such as those published in the North American Association for Environmental Education’s Guidelines for Excellence, we also identified additional themes that may drive positive outcomes, including the provision of holistic experiences and the characteristics and delivery styles of environmental educators. Overall, the evidence in support of these themes contained in the 66 articles reviewed is mostly circumstantial. Few studies attempted to empirically isolate the characteristics of programs responsible for measured outcomes. We discuss general trends in research design and the associated implications for future research and EE programming.