As many scholars and practitioners have recognized, much learning occurs outside of the classroom, whether in settings designed for informal learning or in the course of everyday life. Eco-attractions, such as botanical gardens and nature reserves—tourism sites that emphasize conservation outcomes—offer opportunities for experiential environmental education, while also capitalizing on the intrinsic motivation of visitors. Such sites can engage people with nature and increase their awareness of environmental issues through hands-on, immersive experiences.
This study investigated the value of eco-attractions for environmental education. The researcher interviewed students and teachers in educational programs at three eco-attraction sites in the United Kingdom: a botanical garden, a country estate with conservation areas, and a wetland reserve. Each site offered two-day programs, with the goal of promoting young people's connection to nature, and each used their unique setting and resources to encourage visitors to explore interactions between humans and the non-human world.
The researcher interviewed a total of 24 students and 4 teachers, and each participated in 1 of the 3 programs. The students were between 13 and 15 years old and selected from cohorts of 12 to 13 students at each site. The goal of the interviews was to understand the individual experiences of young people at each of the three eco-attractions. Researchers designed the interactive interviews to allow the interviewee to direct the discussion. The researcher recorded the interviews and analyzed the data for recurrent themes relating to program impacts. The author also conducted observations at the three sites, including more than 430 students over the course of six months. Finally, the researcher analyzed the educational programs' course materials.
Based on analyses of these multiple data sources, the researcher identified three major themes. First, the programs fostered an appreciation for the role of plants in ecosystems and in sustaining human life. Second, the experiences may have encouraged students to reconsider human relationships to the environment and develop a desire to address ecological crises. Third, the programs emphasized nature-culture connections, highlighting connections between plants and everyday objects and experiences.
These findings suggest that eco-attractions can offer opportunities to address human relationships with the natural world. Although the programs did not prompt students to adopt specific pro-environmental behaviors, the results suggest that the programs may support students and teachers to reflect on their ecological knowledge, everyday decisions, and involvement with conservation efforts.
The Bottom Line
<p>Even relatively short programs at eco-attractions, such as botanical gardens and wetland reserves, can foster ecological citizenship and complement the efforts of other environmental education initiatives. Educators at eco-attractions can foster connections between the natural world and young people's everyday lives by making human-nature connections visible. Specific strategies that help do this include emphasizing the role of plants in ecosystems and in sustaining human life, and helping students explore sustainability by highlighting connections to their daily social and cultural contexts.</p>
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