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7/30/2019 Developing Inquiry-Based Conservation Education for Winter Nest Cavity Ecology Carmen A. DeLeon University of Idaho, McCall Outdoor Science School
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Developing Inquiry-basedConservation Education for
Winter Nest Cavity Ecology
Carmen A. DeLeonUniversity of Idaho McCall Outdoor Science School
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Merging Science with Education
Conservation Biology
Hands-on science inquiry for children
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Ecological Connections
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Woodpeckers Excavate Cavities
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Ecological Background
Twenty documented species rely on
woodpecker cavities in the Pacific Northwest
suggesting that woodpeckers function as
keystone species (Aubry & Raley, 2002).
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Ecological Background
Twenty documented species rely on
woodpecker cavities in the Pacific Northwest
suggesting that woodpeckers function as
keystone species (Aubry & Raley, 2002).
Cavities provide a favorable microclimate
and protection from predators during thewinter to animals unable to excavate
(Cooper, 1999; Loeb, 1993; McComb &
Noble, 1981).
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Conservation Relevance
Actions to conserve and manage areas for
nest cavities can help maintain ecosystem
function for organisms that may depend
on nest cavities for winter survival.
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Social and Science Conflict
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Problem Statement
The value of dead trees as an
economic commodity (Block & Finch,
1997)
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Problem Statement
The value of dead trees as an
economic commodity (Block & Finch,
1997)
The lack of visual aesthetic value
(Block & Finch, 1997; Hagan & Grove,
1999; Sheppard, 1995; Thompson &
Hanna, 1999)
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Problem Statement
The value of dead trees as an
economic commodity (Block & Finch,
1997)
The lack of visual aesthetic value
(Block & Finch, 1997; Hagan & Grove,
1999; Sheppard, 1995; Thompson &
Hanna, 1999)
Perceived safety risk (Thompson &
Hanna, 1999)
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Problem Statement
Educational resources?
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Proposed Solution
Adjust values and perceptions through
education
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Goals
Design a hands-on inquiry-based conservation
education curriculum
Meet Society for Conservation BiologyConservation Literacy Recommendations
Meet Next Generation Science Standards
Appeal to informal educators and classroom
teachers of 5-8th grade students
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Methods- Curriculum Model
Inquiry-based
Active questioning and investigation driven
by learner curiosity (Anderson, 2002; Haury,
1993; Martin-Hansen, 2002; Ng, 2010)
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Methods- Curriculum Model
Inquiry-based
Structured
Exact instructions and one outcome
Guided
Tools provided to answer a specific question
Open
Student determined question and methods
(Furtak, 2006; Haury, 1993; Ng, 2010)
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Learning Objectives
Encourage students to identify, observe,compare, analyze, reflect, and design
their own experiment.
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Learning Objectives- Concepts
Evaluate perceptions
of dead trees or snags.
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Learning Objectives- Concepts
Identify cavity excavating birds and
secondary cavity users to make
ecosystem connections.
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Learning Objectives- Concepts
Make observations outdoors.
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Learning Objectives- Concepts
Hypothesize the potential benefits of
nest cavities as winter shelter and
analyze data.
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Learning Objectives- Concepts
Synthesize information by conducting an
experimentabout animal shelters.
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Learning Objectives- Standards
Next Generation Science Standards
Physical and Life Sciences
Conservation Literacy
Biological Diversity
Ecological Integrity
Ecological Health
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Methods- Assessment of Originality
Internet research of nest cavity related
organizations
Contacting scientists
Networking with nest cavity scientists,educators, and other stakeholders
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Methods- Feedback and Evaluation
Peer review from classmates- interest
survey and lesson plan feedback
Summer Science Camps at Explorit
Science Center in Davis, CA and the
Pocatello Zoo
Contacting other network scientists and
educators
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Final Products- Format
MOSS 5-E Model Template
Digital downloadable visual aids
Available to teachers and MOSS graduate
students
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Predicted Learning Outcomes
Changing values and attitudes about
ecological importance of dead trees
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Predicted Learning Outcomes
Multiple methods of influence are
effective in conservation education
Information and activity
(Ballantyne et al., 2007; Lck, 2003; Morgan
& Gramann, 1989; Moscardo, Woods, &
Saltzer, 2002).
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Predicted Learning Outcomes
Elaboration Likelihood Model of Attitude
Change (Petty & Cacioppo, 1996)
Central Route of Attitude Change
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Predicted Learning Outcomes
Elaboration Likelihood Model of Attitude
Change (Petty & Cacioppo, 1996)
Analysis and synthesis of new
information aligns constructivist learning
theory
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Predicted Learning Outcomes
Elaboration Likelihood Model of Attitude
Change (Petty & Cacioppo, 1996)
Analysis and synthesis of new
information aligns constructivist learning
theory
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Predicted Learning Outcomes
Elaboration Likelihood Model of Attitude
Change- Central Route
MotivationNovel
information
Data analysisand
assimilationinto scaffold
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Timeline
April- Pilot lesson plans due to Explorit Science Center,Pocatello Zoo
May- Confirm feedback volunteer contact information
May-August- Complete drafts of all lesson plans
June-August- Activity piloting at Explorit Science Center,Pocatello Zoo
August- Send lesson plans to feedback volunteers
August 31- Cutoff for feedback consideration
July-September- Adjust lesson plans according to
feedback
October- Draft of Final Products
December- Provide materials for MOSS winter training
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Many thanks to
Kerri and Lee Vierling for project ideas and
advice, Karla Eitel for proposal development
support, MOSS graduate students who have
pledged time to provide lesson feedback, the
CAVNET community for encouragement and
resource links, MOSS field group students for
creative input, and Explorit Science Centerand the Pocatello Zoo for volunteering to
pilot activities.
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Literature CitedAubry, K., & Raley, C. (2002). The Pileated Woodpecker as a Keystone Habitat Modifier in the Pacific Northwest. USDA Forest
Service General Technical Report, PSW-GTR-18, 257274.
Ballantyne, R., Packer, J., Hughes, K., & Dierking, L. (2007). Conservation learning in wildlife tourism settings: lessons from
research in zoos and aquariums. Environmental Education Research, 13(3), 367383.
Block, W. M., & Finch, D. (1997). Songbird Ecology in Southwestern Ponderosa Pine Forests (p. 152).
Cooper, S. (1999). The Thermal and Energetic Significance of Cavity Roosting in Mountain Chickadees and Juniper Titmice.
Condor, 101(4), 863866.
Furtak, E. M. (2006). The problem with answers: An exploration of guided scientific inquiry teaching. Science Education, 90(3),
453467.
Hagan, J. M., & Grove, S. L. (1999). Coarse Woody Debris.Journal of Forestry, (January), 611.Loeb, S. C. (1993). Use and Selection of Red-Cockaded Woodpecker Cavities by Southern Flying Squirrels. The Journal of Wildlife
Management, 57(2), 329335.
Lck, M. (2003). Education on marine mammal tours as agent for conservationbut do tourists want to be educated? Ocean &
Coastal Management, 46(9-10), 943956.
Martin-Hansen, L. (2002). Defining Inquiry: Exploring the Many Types of Inquiry in the Science Classroom. Science Teacher, 34
37.
McComb, W., & Noble, R. (1981). Herpetofaunal Use of Natural Tree Cavities and Nest Boxes. Wildlife Society Bulletin, 9(4), 261
267.
Morgan, J., & Gramann, J. (1989). Predicting effectiveness of wildlife education programs: A study of students attitudes and
knowledge toward snakes. Wildlife Society Bulletin, 17(4), 501509.
Moscardo, G., Woods, B., & Saltzer, R. (2004). The Role of Interpretation in Wildlife Tourism. In K. Higginbottom (Ed.), Wildlife
Tourism: Impacts, Management and Planning (p. 277).
Ng, P. (2010). Teaching science through inquiry. Proceedings of the Sunway Academic Conference, 1.
Petty, R., & Cacioppo, J. (1996).Attitudes and persuasion: Classic and contemporary approaches. Boulder, CO: Westview Press.
Thompson, R., & Hanna, R. (1999). Valuation of Tree Aesthetics on Small Urban-interface Properties.Journal of Arboriculture,
25(September), 225234.