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The Development of Environmental Education Materials for Investigating Fire-Environment-Man Relationships: Final Report

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The Development of Environmental Education Materials for Investigating Fire-Environment-Man Relationships: Final Report DOCUMENT RESUME ) ED 157 713 SE 024 565 AUTHOR Hanselman, David L.; Reider, David A. TITLE The Development of Environmental EducatiOn Materials for Investigating Fire-Environment-Man Relationships: Final Report. IRSTITUTION Forest service (DOA)_ Washin'gtone D.C.: State Univ,-.? of New York, Syyacuse. Coll. of Forestry. )7. PUB DATE 78 MOTE 335p;; Not available in hard copy due.to,marginal legibility. of original document EDRS PRICE MF-$0.'83 Plus Postage. MC Not Available from EDRS. DESCRIPTORS Bibliographies; Conservation Education; *Cnrriculum Dev4lopment; *Discovery Learning; *Ecologi; *Environmental Education; *Fire Science Education; Forestry; Instructional Materials; Natural Resources; Simulation IDENTIFIERS Forest Fires; Forest Service Process Approach ABSTRACT This publication details the develogment and use of environmental education materials based on the United States Forest, Service HProcess Approach." This publication focuses on materials that teach the ecology and management of natural and man-made forest and brush fires. Alm, main body of the contents develop and document a 'rationale for environmental education and the process approach. In the sain body, a summary of the ecological_ effects of fire and tile' development andevaluation of the teaching materials is discussed. An __extensive bibliography is included. The appendices.-include:(1) the evalidifiiin-garvey-package and summary of_durveY responses; (2) a land use simulation game presently used in workshops on san-fire-environment relationships;; (3) a Slide/tape program script entitled "The Other Side of the Flame"; and (4) an analysis of simulation games. (MR) C O 0' **********************Ig************************************************ Reproductions supplied by iDRS are the best that can be made from the original document. *********************************************************************** U S DEPARTMENT "PERMISSION TO OF HEALTH. MATERIAL HAS REPRODUCE THIS EDUCATION1WELFARE BEEN GRANTEDBY NATIONAL INSTITUTEOF I. EDUCATION ?HIS DOCUMENT HASBEEN REPRO. David L OUCED EXACTLYAS RECEIVED Harr5etino,n". THE PERSON OR FROM ATING IT POINTSORGANIZATION ORIGIN- OF VIEW OR STATED DO NOT OPINIONS , TO THE EDUCATIONAL SENTOfFiCIAL NATIONALNECESSARILY REPRE- RESOURCES INSTITUTE OF INFORMATIONCENTER (ERIC) EDUCATION POSITIONOR POLICY AND USERS OF THEERIC SYSTEM," evelopment of Environmental U Education Materials A for a Investigating' -FIRE --ENVIRONMENT-7-!._ -Relationships . e 0, FINAL REPORT: THE_ DEVELOPMENT OF ENVIRONMENTAL EDUCATION MATERIALS FOR INVESTIGATING FIRE-ENVIRONMENT-MAN RELATIONSHIPS if Product of . CooperativeAgreement No. 42-185 0 between The Research Foundation of State University of New York, SUNY'Vollege of EnvironmentalScience.and Forestry and Northeastern Area, State and Private Forestry, Forest Service, U. S. Department of Agriculture e . Study Title: Providing A methodology for instructing land tanagers and , educators so that,they, in turn, are prepared to teach . basics of fire ecology and fire management to general-publics June, 1975 - June, 1978 Note: A 16mm sound color motion picture depicting the environmental education techniques of this study and titled, Contact--Where Are We? is being submitted under separate cover. Report submitted by: David L. Hanselman, Ph.D. Associate Professor Environmental Education/Communications SUNY .College of Environmental Science and Forestry,' Project Director and David A. Reider, Research Associate for project SUNY College'of Environmental Science and Forestry '.t Table of Contents Preface' Table of Contents iii List of Tables vii o List of Figures v Abstract Introduction and Epilogue 1 c II. Chapter 1, EE, A Basic Consideration 8 1.1' Introduction 8 1.2 EE Pefined? 0 9 1.3 Educational Reform and EE ....... N . 13 1.4 Definition ... 18 1.4.1 Characteristics 19 1.4.2 Goals 21 -1.4.3 Working DefinitiOn 27 III. Chapter'2, The Process Approach 29 2.1 Introduction 29 2.2 The Investigative Process 30- 2.3 The Questioning/TaSk Card Strategy k 39 2.4 Dismission Skills' 43 2.5 Group Dynamics 48 2.6 Goals and Objectives 50 2.7 Weaknesses 53 2.8 Summit* AZi Chapter 3, Fire, Environment, and Man 56 3.1 Introduction 56 3.2 Environmental Influences on Fire 57. 3.3 Fire influences on the Environment 64 3.4 Man-Fire Relationships( 82 3.5 Summary 88 S .f 4 :Fable of Contents, Continued. V. 'Chapter 4, Development and'Evaluation 93 4:1 Development . 93 4.1.1 Introduction and Rationale 93 4.1.2Previous Fire-Related Educational Material V 95 4.1.3 Development. Method 100 . , r 4.1.4 Problem Definition 104 4.1.5' Development . , . 108 4.2 "Evaluation 122 4.2.1 Introduction 122 4.2.2 Method 123- 4.2.3 Reisults and Discussion 127 . 4.3 Summary 180 VI. Literature Cited 1 186 VII. Appendicies 1 - Evaluation Survey Package and Summary of \ 4 Survey Responses 200 2 - "A Land Use Simulation" - Simulation Game Presently Used in Workshops 299 3 - "The Other Side of the Flame.", Slide/Tape Program Script 303 4 - Simulation Games -- Claims and Criticisms 314 5 - Vita ; A. A 0 List, of Figures .40 FigureNumber Title Page: 1-1, Relationship of Goals . 2-1, McCollum and Davis's Structure of Knowledge. 34 2-2, Structure of Processes P ........... 36 2-3, Interpretation of Data Process'' 35 2-4, Application ProcesSes '37 2 -5, Interpretation of Data/Appication "Spiral" . 37 3-1, Fire Generated Impacts 64 3-2, 'Community Replacement Cycle ft-9 3-3, Fire Suppression Related Cciumunity Changes '85 3-4, The Fire-Environment System ....... - . ./. 89 4-1, Generalized Systematic Approach 102 4-2, Instructional Design Method for Development of Lesson Plans 103 4-3, Lesson Plan Component Breakdown. 169 , 4-4a, Summary of Forest Service Group Responses, Lesson-Plan A,-Questions . 131 4-4b, Sbmmary of Teacher Responses, LessonPlan AQuestiOns 1-6 132 4-5, OverallTatings (Q 8), FS Respondents and Teachers' . ..,137 4-6a, Summary of Forest Service Group Responses, Lesson Plan A, Questions 1-6 143 4-6b, Summary of Teacher Responses, Lesson Plan B, Questions 1-6 144 4-7a, Summary of Forest Service Grohp Responses, Lebson Plan C, Questions 1-6 150 -. ..- o. a , l List of Figures Continued. I, A rigure.4. Number, Title Page 4 -7b,' Summary of Teacher Responses, Lesson Plan C, ; , -- Question 1-6 1, . ... 151 o. -. o 1,. .. 0 . i -. ., to . St .. '1, i .. vii N ' 1 List of Tables 1 Thal:.= Page 2-1, Instructional Strategy Developed by Taba 32 . Question/Task Card, Categories . 41. 2-3, .Discussion Skills that Promote Peoples' Participation and Contributions 44 2=4, Discussion Skills that Contribute to the Completeness and Relevancy of the ptibject Beihg Discussed . 45 2-5, Poor Discussion Habits ' 46 2-6, Workshop*Goals as Perceived by Forest Service EE . Personnel 52 . , 3-1, Summary of Envionmental'Factors Affecting Fire . 62 3-2, Fire Effpcts on Some Soil Wildlife 73 3-3,,Relationship Between Fire Size and Total Acreage Burned for the Chaparral, 4910 to 1959 86 4-1, Relationship Botwoon Tasks/Diseussibn Questions and Objectives -- Lesson Plan A 113 4-2, Relationship Between Tasks/Discussion Qudstions and Objectivei -- Lesson Plan B .116 4-3, Relationship Between Tasks/Discussion Questions and -Objectives-,r--Lesson . 420_ '4-4, Respondent's Perception of Fire 129 4-5, Responses to Qpestion 6.2 134 4-6, Responses to Questions 7.1 and 7.2 135 1-7, Responses to Adaptability-for Shortening Question . 138. 4-8, Task Omission Scores, FS Respondents 138 a 4-9, Responses to "Use Out of Context" Question 140 "t A 4 lrii.i... , e O List of Tables Continued. Table Number,. Title Page 4-10, Responses to "Use Out Of Context" Task Rating ... 10 c a 4-.11, Responsesto Question 7.1 and 7.2, Lesson-kan.B . - 146 N / ,... 4-12, Responses to Question 7.1 and 7.2, Lesson Plan C . 153 _ 4-13, Reasons Givenby Respondents for "No" or "Dob.:t Know" Responses to Question 7.2, . 6 Lesson Plan-C 154 46.14,'Selected Overall Comments 161 4-15, Background Items and Survey.Question Correlations'. 163 . 4-16, Correlations.Significant at an Individual Level zw. of.025 165 1/4. `" 1 el a 7 > 04. 62 - ci ,a ".. - 41 . INTRODUCTION AND EPILOGUE 1, "It was the best,:bftiini, it was the - Although Charles Dickens. worst of times, it was=the age of wis- dom, it was.the.age of:foolishness, it --was writing about England , was the epo4.11. of belief, it was the_ . o. epoch of Incredulity, it'was the sea- of he-early 1700's,'his. ' son of Light, it was the season of ..14.1"4. Darkness, it.was.the-spring of hope, 'descriptioncouldjustas . it was the winter ofdeipair, we had - - everyt'.:.74,- before uswwe had'nothinF easily apply-today..For. *4-- before us, we were all gOingdirect. 1 , V to Heaven,, We were all going direct many of us; this is indeed the other way -- in short, the period ..,It is was so far like the present period that the hest of title's. -- .. some of its noisiest authorities in- '7" r- sisted on its.being reCeived for goOd Wtime of, individual pros- or evil, in the. superlative .degree of comparison only.".' e perity and general societal Charies Dickens . well-being that is uziatched A Tale of Two Cities in the visid. The turmOil. o 60. that marked.the'19601.8 and early '1970's subsided al, the Americans left Vietnam and as former President Nixon relinquisled the presidency. , . - . , . 6 Compared With the 1960!s,-Cde could easily call this era the serene seventies. Yet our era can also be.characterized as seductive. In 1963 Stewart Udall wrote: "America today stands on a pinnacle of wealth and power, yet, we.live in a land of vanishing beauty,ofincreasing ugliness, bf shrinking open space, and ofan overall' environment that is diminished daily by pollution, noise,and blight." Things do not appear to have changed much. We still face those critical environmen- tal problems and more; problems_of such magnitude and scope that hey threaten our survival -- individually, culturally, nationally, inter- nationilly, globally.
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