Environmental Sensitivity Itself As Commonly Used in Environmental Education

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Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. ProQuest Information and Learning 300 North Zeeb Road, Ann Art)or, Ml 48106-1346 USA 800-521-0600 UMÏ ENVIRONMENTAL SENSmVTTY: A CASE STUDY OF ENVIRONMENTAL LEARNING THROUGH NATURE APPRECIATION DISSERTATION Presented in Partial Fuiliilment of the Requirements for The Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Albert J. Lewandowsid, B.A., M ^., M A. ***** The Ohio State University 2001 Dissertation Committee: Approved by Professor Rosanne W. Fortner, Advisor Professor Michael E. Beeth ùJ, Advisor Professor Carolyn J. Merry School o f Natural Resources Professor Gary W. Mullins UMI Number; 3031221 UMI’ UMI Microform303^122t Copyright 2002 by Bell & Howell Information and Leaming Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. Bell & Howell Information and Leaming Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 ABSTRACT Environmental sensitivity has been identified as the major entry-level predictor of environmentally responsible behavior. While researchers have investigated the common antecedents found in those individuals identified as possessing a high level of environmental sensitivity, less has been done to determine specific instructional strategies that might result in enhanced levels o f environmental sensitivity. This case study reported on an investigation in a secondary geography classroom intended to enhance participants’ levels of environmental sensitivity while developing geographic understanding. Learners manipulated digital aerial photographs of the local region, and then engaged in several short outdoor field experiences on and around the school site in a process described as “walking on the images.” Learners also participated in a daylong excursion on the local watershed. Earth Systems understandings were integrated with major geographic themes and served as an organizer for geosystems instruction, both during the outdoor field experiences and in the classroom. Participants also used a Nature Appreciation model that integrated affective and cognitive elements of appreciation. Learner response to the activities was analyzed using journals, cognitive maps, sketches, interviews, and audio recordings of classroom and field-based activities. An Action Research model was used ta produce recommendations first, for the personal practice of the researcher and, second, of possible interest to the larger educational community. The results o f the analysis indicate that short field experiences in a familiar setting may have a significant impact on individuals’ appreciation of and concern for the local environment. Elements of Sense of Place Education seemed to have considerable influence. Learners also demonstrated the ability to apply geographic and Earth Systems concepts verbally, graphically, and in written reports. Results further indicated that aerial photographs, while o f interest to leamers, had less impact than anticipated. The study recommends several strategies to increase the effectiveness of remotely sensed images based on leamers’ response to their use. Finally, the study considered the definition of environmental sensitivity itself as commonly used in environmental education. For the purposes of this work, it recommended the use of a more pedagogically applicable definition rather than the one more commonly used. lU To my mother, Ruth Whose belief both in education and in me made this work possible IV ACKNOWLEDGMENTS I offer my deepest thanks to my friend and advisor Dr. Rosanne Fortner, who invited me to Ohio in the beginning, supported me intellectually and emotionally over the long course of this endeavor and stayed with me to the final achievement of this goal. I also wish to thank Dr. Gary Mullins for the rigor of his questioning and the depth of insight he shared with me. I wish to acknowledge the contribution of Dr. Michael Beeth and thank him for his steady voice and calming influence. I also express my appreciation to Dr. Carolyn Merry whose teaching was in inspiration to me and whose shared knowledge of remote sensing contributed greatly to the conception of this work. To my wife and companion, Susan Foley, I offer my boundless gratitude for her unflagging support during the course of this study. Only she will fully understand the sacrifices she made to keep home and family together while I worked on this project. I owe you everything. Emily and Kelsey, my lovely daughters, thank you as well for suffering the absence of your father for long periods of time, both real and virtual. I missed a part of your lives to achieve this goal. I hope the model of life long leaming I tried to share with you was worth the time apart. I would also like to acknowledge the contribution of my colleagues who supported my data collection and field-tested ideas along the way, Roger Adolph, Luella Allen, Derek Arena, Richard Chapman, John Durecka, Terry Stonebumer and especially Laura Jacobs. I offer a special and heartfelt thank you to my friend and fellow geographer, Sophia P. Linn. I thank her for the many hours she sacrificed to the tedious task of editing drafts, and more importantly, for questioning me to clarity, and constructively criticizing ideas and concepts. Her efforts markedly improved the quality of this work. If not I, than any reader of this document should thank her profiisely. Finally, I’m proud to acknowledge the contribution of Professor Bill Stapp, my first EE teacher and my mentor who is, now and forever, a part of the great Earth System he so deeply loved and cared for. VITA November 21,1949 ................................................................ Bom - Port Huron, Michigan. 197 2 ......................................................................................... B.A. History and English, Western Michigan University, Kalamazoo, Michigan. 197 3 ..........................................................................................History and English Instructor Port Huron, Michigan. 1981 ..........................................................................................M.A. Environmental Science Education, University of Michigan, Ann Arbor, Michigan. 1986 .........................................................................................M.A. Geography, Northern Michigan University, Marquette, Michigan. 1992-Present .......................................................................... Teacher Consultant, Michigan Geographic Alliance. 1994-9 5 ...................................................................................Graduate Research Associate The Ohio State University, Columbus, Ohio. 1995-Presen t ...........................................................................Geography Instructor, Technology Integration Coordinator, Port Huron, Michigan. 1999- Present ..........................................................................Authorized GIS Education Trainer, ESRI, Inc. Redlands, California. vi PUBLICATIONS Lewandowski, A. and Linn, S. (2001). Sense and Sensibility: Constructing Sensible Bioregions. ESRI ArcLessons. www.esri.com. Environmental Systems Research Institute, Inc. Redlands, CA. Lewandowski, A.(2000). Orange Globe: Exploring Map Projections. GIS Day 01 CD- Rom. Environmental Systems Research Institute, Inc. Redlands, CA. Lewandowski, A.(2000). Great Lakes Exploratorium: Building a Better Bioregion. ESRI ArcLessons. www.esri.com. Environmental Systems Research Institute, Inc. Redlands, CA. Lewandowski, A and Meyer, R. (1996). Great Lakes Solution Seeker: Environmental data and activities for teaching about the Great Lakes (CD-ROM). Ohio Sea Grant Publications. Columbus, OH. Lewandowski, A. (1993). The Real Social Studies. The Volunteer Monitor: National Newsletter of Volunteer Water Quality Monitoring. 5 (1), 7. FIELDS OF STUDY Major Field: Natural Resources Environmental Education VII TABLE OF CONTENTS ABSTRACT................................................................................................................... ii DEDICATION............................................................................................................... iv ACKNOWLEDGMENTS............................................................................................ v

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