By John H. Falk, Joe E. Heimlich, Susan Foutz
Free-Choice studying and the surroundings explores the theoretical, useful, and coverage elements of free-choice environmental schooling for freshmen of every age.
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The visitor demographics at zoos, aquariums, natural history museums, and nature centers are quite similar to the NMNH study; demographics at botanical gardens and arboretums tend to be more skewed toward adults. S. national parks. A recent summary of several years data from across a variety of national parks reveals that the largest single population were family groups (with children) (52 percent); slightly less than half were visiting as part of all-adult groups. In the latter group, roughly a third were over the age of 50 years (35 percent); 16 percent were over the age of 61 years (Forist, 2003).
It would be therefore quite extraordinary to find that all learning rules related to that world have been erased in a few thousand years” (p. 32). The strongest evidence for such predispositions for learning, however, is about fear responses to spiders and snakes, which, once reinforced, are very resistant to unlearning (Öhman, 1986; Ulrich, 1993). , 2002). Cultural beliefs and mass media may reinforce this impression. But evidence is accumulating that supports positive affect in nature as well.
We also understand that the decision to participate in free-choice environmental learning experiences is strongly influenced by leisure variables including word-of-mouth, advertising, and perceived leisure value. We also appreciate that whether or not an individual is inclined to pay attention to these environmental factors is strongly influenced by childhood leisure practices. However, more than anything we have come to appreciate that free-choice environmental learners visit educational venues in order to satisfy specific, usually predefined, identity-related motivations.