Introduction:
Gardens often offer various types of informal and formal education tours. These can include audio tours, informational signage, guided docent tours, and more. How this information is presented is also important. Communicating information in a way that allows participants to create a personal connection could help with greater retention of knowledge (Ham, 1992). Program planners must design programs carefully as visitors are not specifically interested in learning and more in the enjoyment of a garden. At the same time, the gap between the visitors’ actions and the environment must be bridged (Ballantyne et. al. 2008). In Florida, the University of Florida Florida-Friendly Landscaping™ principles are set up to do this. Planners can modify these principles in other states for educational planning. The conscious use of educational interpretation practices as described by Tilden (1957) enables participants to connect learned facts to relevant practices for them.
Considerations:
When planning education in a garden setting it is vital to offer relevant material to participants. This starts with well thought out interpretive programs. Without interpretive elements, a garden may be a nice place to visit, but any education goals are lost (Ballantyne et. al. 2008). Developing an educational strategy in gardens is key to provided educational services. Willison and Green (1994) lay out the following key items to consider then developing this strategy:
- Define the message of the garden
- Determine facilities needed
- Identify available facilities
- Defining the education goals (what skills and knowledge you want your audience to gain)
- Define the behavior change you want as an outcome.
- What program will you develop?
When considering the above in planning, thought must also be given to why people visit gardens. Taking this into account increases potential reach. Ballantyne et. al. (2008) identified social connection, recreation, inspiration, and education as a few reasons for garden visitation. Some visitors come for social connections, others for recreation.
Conclusion:
For over 20 years, interest in environmental education has increased. Gardens are a nature-based attractions that can take advantage of this by including environmental education topics in the various ways that visitors can interact with the garden (Ballantyne et. al. 2011). With increased urbanizations, connecting people to nature can positively change behaviors towards the environment (Ballantyne et. al. 2011 & Zelenika et. al. 2018). Ballantyne et. al. (2011) conducted a qualitative study looking at visitor response to behavioral change. They identified 4 results categories that align with Kolb’s (1984) experiential learning cycle. These include the categories of sensory, emotional affinity, reflective response, and behavioral response. The conclusion of the study showed that garden experiences are taken in using multiple senses. Physical interaction and interpretive signage can encourage the use of the imagination. Providing practical examples of how visitor behavior impacts the environment with practical examples gives room for behavioral change ideas to grow. Encouraging post visit reflection and providing resources also help visitors to both consider and make changes (Ballantyne et. al. 2011).
References:
Ballantyne, R., Packer, J., and Hughes, K. (2008). Environmental awareness, interests and motive of botanic gardens visitors: Implications for interpretive practice. Tourism Management, 29, 439-444. 10.1016/j.tourman.2007.05.006
Ballantyne, R., Packer, J., and Sutherland, L. (2011). Visitors’ memories of wildlife tourism: Implications for the design of powerful interpretive experiences. Tourism Management, 32. 70-779. 10.1016/j.tourman.2010.06.012
Ham, S. 1992. Environmental Interpretation: A Practical Guide for People with Big Ideas and Small Budgets. Golden, CO: Fulcrum Publishing.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
Tilden, F. 1977. Interpreting Our Heritage (3rd edition) Chapel Hill, NC: University of North Carolina Press.
Willison, J., & Green, J. (1994). Environmental Education in Botanic Gardens: Guidelines for developing individual strategies. Botanic Gardens Conservation International, UK.
Zelenika, I., Moreau, T., Lane, O., & Zhoa, J. (2018). Sustainability education in botanical garden promotes environmental knowledge, attitudes and willingness to act. Environmental Education and Research, 24 (11), 1581-1596. http://doi.org/10.1080/13504622.2018.1492705
0
