Education Evaluation:

     In order to get a better idea of how to plan an environmental education program, we will look at an example of how an environmental education program was developed, implemented, and evaluated using the Planning-Process-Product (PPP) evaluation model summarized in the table below. The example we look at is a case study of an environmental education program in the Morro do Diabo State Park, located in the state of Sao Paulo in Brazil. All the information pertaining to this case study is taken from the paper of Suzana M. Padua and Susan K. Jacobson.

Diagram of the Planning-Process-Product Evaluaion Model
  • needs
  • methods
  • achievemnt of goal and objectives
  • community participation
  • design and establishment of activities
  • expected results
  • goals and objectives
  • strategies (pre-visit, on site post-visit)
  • unexpected results
  • available resources (human and material)
  • staff training
  • use of data for program support
  • institutional support
  • administration
  • dissemination of results
  • budget

Decisions: program structure and design
Decisions: changes and improvement
Decisions: changes and future

The Planning Evaluaion Stage:                   "1. to introduce the local students to the park and its natural resources
                    2. to instill an appreciation of the natural world
                    3. to foster an understanding of ecological concepts
                    4. to develop a structured, continuing education program
                    5. to train local community members to maintain the education program" (directly taken out of text)
                   "After participating in the program, the students would be able to:              
                    1. list reasons for the park's existence
                    2. name local animal and plant species
                    3. identify three ecological concepts
                    4. show positivie attitude shifts toward the park or its flora and fauna
                    5. serve as vehicles to involve other members of the community in conservation activities
                    6. show evidence that the achievement of the goals and objectives outlined above made a significant change in students' attitudes and behavior" (directly taken from text)
The Process Evaluation Stage:
                  "1. the difficulty of the vocabulary
                    2. the appropriateness of the activities for the age groups
                    3. the duration of the activities
                    4. the degree of stimuli sufficient to motivate learning
                    5. the amount of material learned"
The Product Evaluation Stage:
"Developing coutries, such as Brazil, need effective approaches to make people aware of the importance of nature conservation so that processes such as deforestation may be averted. The results of this study show that environmental education can be a  powerful means to create awareness of the importance of nature conservation."
Source: Padua, Suzana, Jacobson, Susan K. (1993, Summer). A Comprehensive Approach to an Environmental Education Program in Brazil. Journal of Environmental Education, v24, n4, p29-36.

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