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Essential Elements of Ecological Literacy and the Pathways to Achieve It: Perspectives of Ecologists

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Essential Elements of Ecological Literacy and the Pathways to Achieve It: Perspectives of Ecologists University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2011 Essential Elements of Ecological Literacy and the Pathways to Achieve It: Perspectives of Ecologists Brooke Baldauf McBride The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation McBride, Brooke Baldauf, "Essential Elements of Ecological Literacy and the Pathways to Achieve It: Perspectives of Ecologists" (2011). Graduate Student Theses, Dissertations, & Professional Papers. 380. https://scholarworks.umt.edu/etd/380 This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. ESSENTIAL ELEMENTS OF ECOLOGICAL LITERACY AND THE PATHWAYS TO ACHIEVE IT: PERSPECTIVES OF ECOLOGISTS By BROOKE BALDAUF MCBRIDE Master of Science, Western Washington University, Bellingham, WA, 2003 Bachelor of Science, University of Wisconsin, Madison, WI, 1999 Dissertation presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Forestry, Society and Conservation The University of Montana Missoula, MT May 2011 Approved by: Dr. Sandy Ross, Ph.D., Associate Dean Graduate School Dr. Carol A. Brewer, Ph.D., Chair Division of Biological Sciences, Emeritus Dr. Paul Alaback, Ph.D. Department of Forest Management, Emeritus Dr. Betsy Wackernagel Bach, Ph.D. Communication Studies Dr. Alan Berkowitz, Ph.D. Cary Institute of Ecosystem Studies Dr. William Borrie, Ph.D. Department of Society and Conservation © COPYRIGHT By Brooke Baldauf McBride 2011 All Rights Reserved ii McBride, Brooke, Ph.D., May 2011 Forestry Essential elements of ecological literacy and the pathways to achieve it: perspectives of ecologists Chairperson: Dr. Carol A. Brewer, Ph.D. National assessments have led many to conclude that the level of ecological literacy among the general population in the United States is too low to enable effective social responses to current environmental challenges. However, the actual meaning of ecological literacy varies considerably between academic fields and has been a topic of intensive deliberation for several decades. Within the field of ecology in particular, a driving purpose behind this ongoing discussion has been to advance a complete, pedagogy-guiding, and broadly applicable framework for ecological literacy, allowing for the establishment of guidelines and tools for assessing educational achievement; yet, a widely accepted framework does not currently exist. What is ecological literacy and how can it be achieved? Through an extensive review of the literature, I traced the evolution of the related concepts of environmental literacy, ecological literacy, and ecoliteracy, and compared and contrasted the numerous proposed frameworks across multiple dimensions of affect, knowledge, skills, and behavior. In addition to characterizing the overall discourse, this analysis facilitated close examination of where we have been, where we are, and where we might be headed with respect to these vital conversations. To explore current perspectives on the topic, I analyzed the open-ended responses of more than 1,000 ecologists and other environmental scientists on the nature of ecological literacy and how it may be achieved. Factor analysis revealed the presence of six common dimensions underlying respondents‟ views of ecological literacy (cycles and webs, ecosystem services, negative human impacts, critical thinking/application, nature of ecological science, and biogeography) and five common dimensions for how to achieve it (education by mass media, formal/traditional education, financial incentive, participatory/interactive education, and communication/outreach by scientists). Based on these results, I proposed a framework for ecological literacy that, ideally, will provide guidance for the development of updated ecology curricula and assessment tools, a foundation for discussion of alignment between K-12 and higher education, and a mechanism for creating greater synergy between formal and informal learning environments. Further, to assess the impacts of innovative graduate programs designed to train ecologists in promoting ecological literacy, I analyzed pre- and post-fellowship surveys completed by participants in an ecologically focused K-12 outreach program at The University of Montana, as well as the broader impacts of a set of similar programs across the country. These highly beneficial programs are urgently needed to ensure that future leaders of the scientific enterprise are well-equipped with the tools to effectively communicate their science with diverse audiences well beyond their scientific peers. Indeed, ecologists and other natural and social scientists who study the environment have multiple roles to play in promoting a modern vision of ecological literacy in society today. iii ACKNOWLEDGEMENTS This research was generously supported for two and half years by a National Science Foundation GK-12 Fellowship in the Ecologists, Educators, and Schools (ECOS) program at The University of Montana. My ECOS fellowship was the most rewarding opportunity of my academic career this far, and I feel very fortunate to have participated. I am deeply thankful to have had this affirming experience at such a pivotal time in my career. I am also grateful to The University of Montana for the support I received in the form of research and teaching assistantships, and to the Aldo Leopold Wilderness Research Institute for my position there over the past year. It takes a village to raise a dissertation. That may not be exactly how the saying goes, but it was certainly true of my Ph.D. experience. I could not have started, let alone completed, this work without the mentorship and support of my advisor Carol Brewer and the rest of my committee: Alan Berkowitz, Bill Borrie, Paul Alaback, and Betsy Bach. Carol has been an excellent role model, and I am profoundly grateful for the abundant time, energy, and care she dedicated to this project, and to me personally. I am also extremely grateful to Alan for involving me in the Ecological Literacy Initiative, which has been a tremendous honor, and to the Ecological Society of America, for allowing its members to be surveyed and for administering the survey on our behalf. Bill has been an incredible source of inspiration and encouragement, and devoted countless hours to helping me with the analyses, especially. Paul and Betsy also contributed wonderful insights and enthusiasm that are much appreciated. I would also like to thank all of my colleagues at the Leopold Institute, especially my supervisors Alan Watson and Peter Landres, for their support over this past year. Finally, I owe my family and friends a great deal more than words of appreciation for their love, companionship, and unwavering belief in me, which is truly humbling. iv TABLE OF CONTENTS CHAPTER 1. INTRODUCTION…………………………………………………………………1 Defining Ecological Literacy: A Vital Challenge…………………………………………3 The Need for Ecologists‟ Input and Participation…………………………………………5 Research Objectives……………………………………………………………………….7 Research Significance……………………………………………………………………..8 Overview of Dissertation………………………………………………………………...11 References………………………………………………………………………………..14 CHAPTER 2. ENVIRONMENTAL LITERACY, ECOLOGICAL LITERACY, ECOLITERACY: WHAT DO WE MEAN AND HOW DID WE GET HERE?.............20 Abstract…………………………………………………………………………………..20 What is Literacy?...............................................................................................................21 Environmental Literacy, Ecological Literacy, Ecoliteracy………………………………22 Environmental Literacy………………………………………………………………….26 Components of Environmental Literacy…………………………………………30 Frameworks for Environmental Literacy………………………………………...30 Ecological Literacy………………………………………………………………………40 Frameworks for Ecological Literacy…………………………………………….41 Ecoliteracy……………………………………………………………………………….45 Summary and Conclusion………………………………………………………………..50 References………………………………………………………………………………..53 v CHAPTER 3. ANALYTICAL FRAMEWORK FOR A LARGE-SCALE, OPEN-ENDED SURVEY ON ECOLOGICAL LITERACY…………………………………………….62 Abstract…………………………………………………………………………………..62 Introduction………………………………………………………………………………62 Research Objectives……………………………………………………………………...65 Collection and Preparation of Data………………………………………………………68 Sampling Frame and Administration of Survey…………………………………69 Data Coding……………………………………………………………………...72 Statistical Analysis……………………………………………………………………….77 Factor Analysis: Overview………………………………………………………78 Factor Analysis: Initial Considerations…………………………………………..79 Factor Extraction Method: Principal Component Analysis……………………...83 Factor Extraction Criteria: Scree Plots…………………………………………..84 Factor Rotation…………………………………………………………………...86 Interpretation of Factor Matrixes………………………………………………...88 Validation of Final Factor Solutions……………………………………………..95 Computation of Factor Scores…………………………………………………...99 Cluster Analysis: Overview…………………………………………………….100 Cluster Analysis: Initial Considerations………………………………………..101 Cluster Analysis: Deriving Clusters…………………………………………….103 Validation of Cluster Solutions…………………………………………………104 Profiling the Cluster Solutions: Cross-tabulation
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