The application of adult learning theory and experiential learning methodology in the development of an adult education program in natural resources.

摘要

America, and indeed the world, is consuming its natural resources at an alarming rate. So rapidly are these valuable natural resources being depleted that there is considerable concern that their sustainability for future generations is being compromised in favor of present-day exploitation (Chesapeake Bay Foundation, 1996).; It is important for the sustainability of all natural marine resources that conscientious and effective management strategies be developed and implemented. Sustainability requires adequate preparation of regulators and resource managers for decision making through education, understanding and awareness (Williams, 1993).; This research study investigated the various theories of adult learning and the methodologies central to experiential learners in an attempt to define common characteristics in each area that could be used in the development of an outreach education program in tidal marine ecosystems for adult regulators, decision makers, resource managers and the general public.; Five areas of convergence were determined where the methodologies of experiential learners directly addressed the needs of adult learners. These areas of mutual convergence were then employed in an experiential-learning based adult education program and examined for statistical significance in increasing participant knowledge and understanding of the functions and values of tidal wetland marshes, in the greater Chesapeake Bay ecosystem. In addition, any change in participant opinions about the conservation and management of the marine resources was investigated.; The use of a passive lecture followed by an active, experiential-learning based intervention utilizing a newly created tidal wetland marsh produced statistically significant increases in participant knowledge and understanding with a slight, environmentally favorable increase in opinion.