What are some effective ways to teach environmental science to adults?

Take students on a forest walk. I used to teach Northeast Woodland Ecosystems and the students loved writing about their observations. Then explain an ecotone - the area where the shrubby border meets the grasslands on one side and the forest on the other. Have them observe the wildlife activity. Ecotones are the most diverse and active areas of all habitats. Another place I like to take my students is the beach and look at the progression of wildlife and plant species as one retreats from the ocean to the inland first succession dunes. This is a fabulous area to show the specific species that are only found along the shoreline. Have them observe the species that cross over from one habitat to the next. Explain generalists and specifists.

I have found out that adults with family are more concern with the well being of family and particularly the impact on their children health. Therefore, every elements of knowledge sharing with adults must be connected to the health. Every adults would have different exposure to the Environmental issues and therefore after general talk, must spend time with each adult and learning about their life style and their potential to environmental Hazard.

Fundamentals of environmental concerns/problems followed by Case studies said problems are good learning tools to teach students

Interactive activities reinforce the actual lesson - be that owl pellet dissection, a kick-study on the river, or a simple birding walk to practice call identification. Adults aren’t meant to just be reading or listening to a lecture. It needs to be engaging and entertaining, but not on a simplistic level. I’ve found that pairing these lessons to field adventures greatly enhances the retention of material!

While theorical knowledge can give good insights, we can take the adults (students, society members etc.) to places like waste processing facilities, landfills, decentralized water harvesting plants, sustainable agriculture practices etc. where they can actually observe the negative environmental impact the humans are creating and what are the practical solutions that can be executed locally and more importantly impart the knowledge to others.

In my experience, social emotional learning works as a really effective lattice to learn and really comprehend environmental science and natural science concepts. Using metaphor and allegory when discussing complex concepts like ecology and evolution can make new knowledge personal and tie seemingly disconnected concepts together based on previous experiences, social/emotional struggles, activities that someone enjoys, etc.

I've heard again and again: people will only save what they care about. Through my work, I've seen countless environmental campaigns focused on consuming less, placing oversized burdens of responsibility on consumers, or labeling humans as the killers of all things natural. Change requires a paradigm shift, or mass behavior and reasoning switches. To alter behaviors, humans need psychological or sociological incentives. Promoting shame or placing blame motivates no one. Instead: 1) Narrow the audience and tailor your campaign. Do not target a farmer facing crop shortages and extreme conditions with imagery of dying polar bears. 2) Generate POSITIVE solutions. Work WITH communities and think of economic, social, and environmental factors.

In my experience, this is critical to engaging the person you are teaching. I regularly train people on the environmental impacts of our business (both positive and negative) and know that connecting what you are talking about to something the person cares about outside of the work environment is very beneficial for capturing and maintaining attention.

Begin by connecting with something they care about. We have many neighbors who love watching the backyard birds they see at different times of the year, and find it fascinating to learn that we live in the path of a major bird migration route. That fascination usually leads to questions and conversations about the perils of migrating and how people can be helpful (i.e. turning off lights, painting window warnings to keep birds from flying into glass) habitat needs, and how changes in environment affect all living things. This allows everyone to be a part of the conversation instead of feeling like they're receiving a lecture.

Sharing feelings about the environment is important. Many feel alone in their knowledge or engagement in the environmental crisis. To have a space where you can share your experience with others will help to make the learning more meaningful.

Diversity is key! You’re working with groups that tend to run the gambit, as environmental interest isn’t limited to one type of person. Making sure to include various sources from BIPOC, LGBTQ+, and indigenous perspectives. These views are fundamental for gaining an overall understanding of the community. These perspective shifts can help highlight both positive and negative interactions and research, while simultaneously proving multiple sources is better than one. I believe that this encourages a safe learning space and one that keeps you on your toes - complacency is not the right approach!

Critical inquiry is a skill that is so often lumped into courses, rather than taught as it’s own discipline. To presume that your audience / students have learned the art of critical inquiry when teaching science is a disservice to you the teacher, to them the student, and to the concept you’re teaching. Environmental and natural science requires such a zoomed in approach at times, but somehow while also taking into account the gestalt of the larger habitat or context. There are so many angles and factors to take into account when observing, asking questions, hypothesizing, and considering study design. To start small, with guided observation… learning vocabulary specific to a discipline can help build good “research hygiene”. ??

In my fellowship at Wake Forrest University we did a demonstration of how lithium Ion batteries that are over charged create a fire Hazzard. We did this by over charging an electric scooter, a common student possession in their dorm rooms. A quick arc flash and the mock dorm room was engulfed quickly. We filmed the demo to demonstrate how quickly stuff like that can go wrong. When students see it demonstrated they better understand.

Oklahoma Department of Wildlife is a prime example of how to interact with adults and youth on multiple social media platforms. Their ability to tie in humor with serious topics is something to be admired, and is going to be the trend of the future. Being able to interact with such a wide base of people means that they’re always able to teach something new to someone (as generic as that may sound!) and that is a great way to encourage more interaction and impassion people to protect the environment, or learn more about a particular species. A win/win situation!

Technology can be extremely useful and interactive, especially for participants who do not have the confidence to interact verbally with others. It also helps to deal with the issue of power dynamics within a group where some participants are more vociferous than others.

To enhance adult learning in environmental science, incorporating game-based learning methods can be particularly effective. Develop an interactive game where players tackle environmental challenges through tasks and puzzles, encouraging the exploration of sustainable solutions. Additionally, consider a real-time environmental crisis management simulation, a sustainable city-building game, or an environmental science quiz competition. Harnessing the power of games can make the learning experience engaging and enjoyable, fostering a deeper understanding of environmental issues among adult learners.

In teaching ENV courses for several years, making it relatable, and showing how it impacts their (students) every day seems to help them engage more in the content. Students (and society in general) don't seem to care or are too far removed from ENV challenges until they impact their way of life. Make them care.

Again, the art of asking questions and getting to the marrow of “where is the problem?” can be the difference between a feeling of powerlessness and meaningful action. The Teacher and student editions of the book “Investigating and Evaluating Environmental Issues and Actions” by Harold R. Hungerford et al is a fantastic introduction to the IEEIA method of turning observation and identification of environmental issues into meaningful action through critical inquiry.

Teaching kids about environment to teach elders, example: I was travelling with my nieces when their mother threw cans through the car window, the youngest daughter said “ momy stop that is littering, the environment needs your help too”, we literally stopped to pick the cans again??, that was about 5 years ago and the lesson is still stuck with me to date ????.

Feedback and reflection sessions are extremely important, either at the end of each day or at the beginning of a new day. It helps participants to 'digest' the learning content, ask questions that they are unsure about, and ensure that learning expectations are being met by the facilitator.

Additional considerations can be placed upon hands-on learning opportunities in environmental science. Research suggests that hands-on or experiential learning opportunities can increase student engagement, better understanding of scientific concepts, and create a greater appreciation for the environment. These opportunities can help inspire students to actively protect the planet for future generations.

Learning about the natural world has the power to empower marginalized people. Knowledge conquers fear when it is gained through failure in a safe setting. Adults have their own versions of the comfort/safe zone, the stretch zone and the emotional/trauma zone. Understanding child development and methods of support and deescalation bear a whole lot of value when teaching teens and adults who might not have any experience in the outdoors about the natural world. Environmental science learning can be healing, even when it is heartbreaking (climate change, resource exploitation, habitat destruction). Intersectional justice should always have a place in an environmental education curriculum.

I engage in one-on-one conversations through work on a property and also attend adult career fairs with an interactive display. Many did not know my career type exists and that we care for the ecology of a place along with safety.