Intrinsic and extrinsic rewards in a nonformal environmental education program.
Humans are surrounded by threats to the environment, many of their own making. The severity of environmental problems will not decrease unless action is taken to develop and encourage greater environmentally responsible behavior (ERB) in the general populace. Environmental education (EE) is one method for strengthening precursors to ERB such as knowledge and attitudes, but research on the connection is currently unclear. In this paper we present the results of a study investigating the role played by rewards in encouraging ERB precursors for adults and children involved in a zoo-based Nature Swap program. We used semistructured interviews to question 91 participants, including 38 children, 38 adult guardians, and 15 staff members regarding the importance of rewards in the program. We content analyzed the interviews to identify and describe major themes and then coded them. We found that adult guardians and Play Partners perceived intrinsic and extrinsic rewards as aiding in maintaining motivation and interest in the nonformal Nature Swap program. In addition, both children and adult companion participants in the program mentioned strengthened precursors to ERB. Overall we found that adult companions perceived that children who participated in the program spent more quality time outdoors and had a heightened awareness of their surroundings as a result of program-based rewards. Implications for other EE and conservation education programs are discussed.
Price
Emily A
EA
Utah State University, Logan, Utah 84322, USA. Emily.Price@usu.edu
Vining
Joanne
J
Saunders
Carol D
CD
D000328:Adult; D000818:Animals; D000836:Animals, Zoo; D002648:Child; D003247:Conservation of Natural Resources; D004493:Education / Q000379:methods; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D009042:Motivation; D012201:Reward