The public and wolf reintroduction in Yellowstone National Park
In: Society and natural resources, Band 2, Heft 1, S. 297-306
ISSN: 1521-0723
7 Ergebnisse
Sortierung:
In: Society and natural resources, Band 2, Heft 1, S. 297-306
ISSN: 1521-0723
In: Leisure sciences: an interdisciplinary journal, Band 36, Heft 2, S. 161-182
ISSN: 1521-0588
In: Marine policy, Band 128, S. 104491
ISSN: 0308-597X
In: Society and natural resources, Band 28, Heft 7, S. 720-732
ISSN: 1521-0723
In: Journal of leisure research: JLR, Band 25, Heft 3, S. 263-280
ISSN: 2159-6417
In: Society and natural resources, Band 34, Heft 10, S. 1358-1374
ISSN: 1521-0723
In: Wildlife research, Band 46, Heft 2, S. 97
ISSN: 1448-5494, 1035-3712
Context
Education programs concerning wildlife conservation and safety typically include the biology of the wildlife species and public safety information. Information retention using traditional means such as signs, pamphlets and static presentations have been shown to be minimally effective at changing attitudes and behaviour when it comes to human–wildlife interactions.
Aims
An experiential education program with interactive modules was designed to support information retention in participants. On the basis of previous research, a targeted experiential education program focusing on perceptions of risk and preventative behaviours was produced to increase people's comfort level when in coyote habitat.
Methods
Pre-, post- and retention-test questionnaires were used to study differences in attitudes and risk perception instantly following (post-test) as well as 1 year after participating in the program (retention test).
Key results
Overall, the program had significant positive effects on participants' attitudes, and significant decreases in their overall perception of risk in terms of potential interaction with coyotes. These positive effects were observed instantly and 1 year after participants were surveyed.
Conclusions
Targeted and interactive educative experiences can have impacts on participants' perceptions over the long term. This technique might be useful when dealing with human–wildlife interactions.
Implications
Designing targeted educative experiences for people may also support lasting positive change in human–wildlife interactions.