Assessing Environmental Literacy in Galápagos Schools
1. Table I2. Participating
Organizations
Assessing Environmental Literacy in the
Galápagos Islands School System
Amelia Farber, MA Nicole Ardoin, PhD Mele Wheaton, PhD
Stanford University
Background
Methods
Results
Discussion
Future Work
Acknowledgments
Abstract
The Galápagos Islands are a UNESCO Natural World Heritage Site, thanks to
their spectacular terrestrial and marine ecosystems filled with unique species
assemblages. These striking ecosystems draw numerous researchers and
more than 120,000 travelers annually, and the islands are also home to more
than 30,000 residents. Galápagos offers formal and informal opportunities for
engaging in concepts related to science and the environment; however, these
systems have often been overlooked, and perhaps underutilized, as resources
for building the environmental literacy and engagement of Galápagos
residents. This study set out to investigate perspectives on environmental
literacy of local educators and educational leaders in formal and informal
learning environments. Through our collected data, we investigate the
complexities of various perspectives on environmental literacy and the related
complications of environmental education provision in Galápagos. We also
review the current state of environmental literacy and explore how it might
be supported through formal/informal sectorial collaboration. We discuss the
implications for residents living alongside a national park and World Heritage
Site, emphasizing the importance of environmental literacy for continued
conservation and protectionof the islands.
Special thanks to Professors William Durham and Rodolfo Dirzo for incredible academic
guidance and support. Thanks to FUNDAR Galápagos, Hacienda Tranquila, and the
Galápagos School District for providing initial access and also helping facilitate the data-
collection process. For ongoing support, we appreciate the Galapagos Conservancy; we
also appreciate the following Stanford funding sources: the Stanford Woods Institute for
the Environment, the Beagle II Award, Undergraduate Advising and Research, and the
Goldman Honors program.
References
Contact
• Analyze results from a parallel study conducted with Galapagos
students. This analysis is in process based on data gathered
using the Middle School Environmental Literacy Survey (MSELS).
The survey was implemented with more than 500 students at
the same time as the interviews were being conducted with
educators, administrators, and community educationalleaders.
• Conduct a follow-up study to explore whether and in what ways
current changes in the school system (related to a larger,
national curriculum revision) or increased offerings of
professional development have impacted students’
environmentalliteracy.
Amelia Farber agfarber6@alumni.stanford.edu
Nicole Ardoin nmardoin@stanford.edu
Mele Wheaton melew@stanford.edu
• The findings suggest that environmental education in the
Galápagos is challenged by: (1) the current educational system
structure; (2) the lack of connection (or weak connections)
between environmental education experiences and the local
environment—this disconnection provides ample opportunities
for enhancing environmental literacy; and finally (3) missed
opportunities for deeper and more meaningful connections
between the formal and informal sectors.
1.Ardoin, Nicole et al. (2014). Using digital photography and journaling in evaluation of field-based environmental education programs. Studies in Educational
Evaluation, Vol. 41: 68-76.
2. Ardoin, N.M.,Thomsen, J.,Gould, R. In prep. Considerations for Selecting and Grouping Pro-Environmental Behaviors.
3. Ardoin, N.M. et al. (2013). Influencing Conservation Action: What Research Says About Environmental Literacy, Behavior, and Conservation Results. Washington,DC:
Audubon
4. Barriga, Patricio. Personal Communication. President of FUNDAR-Galápagos. 2014
5. Bassett, Carol Ann (2009). Galápagos at the Crossroads. Washington D.C.: National Geographic Society.
6. Blum, Nicole (2008). Environmental education in Costa Rica: Building a framework for sustainable development? International Journal of Educational Development,
Vol. 28, No. 3: 348-358.
7. Borchers, Claudia et al. (2013). Environmental Education in Côte d'Ivoire/West Africa: Extra-Curricular Primary School Teaching Shows Positive Impact on
Environmental Knowledge and Attitudes. International Journal of Science Education, Part B, Vol. 4,No. 3: 240-259.
8. Boullion, Lisa M, and Louis M. Gomez (2001). Connecting School and Community with Science Learning: Real World Problems and School – Community Partnerships
as Contextual Scaffolds. Journal of Research in Science Teaching, Vol. 38, No. 8, pp 878-898
9. Brewer, Carol (2002). Conservation Education Partnerships in Schoolyard Laboratories: A Call Back to Action. Conservation Biology, Vol. 16, No. 3, pp 577-579
10. Bradley, Jennifer Campbell, Waliczek, T. M., and Zajicek, J. M. (1999). Relationship Between Environmental Knowledge and Environmental Attitude of High School
Students. The Journal of Environmental Education, Vol. 30, No. 3: 17-21.
11. Ceaser, Mike (2006). Making Waves on Galápagos. Chronicle of Higher Education, Vol. 52,Issue 41
12. Galápagos Conservancy. Education. The Galápagos Conservancy. http://www.galapagos.org/about_galapagos/people-today/
13. De Roi, Tui (2009). Galápagos: Preserving Darwin’s Legacy. Firefly Books: New Zealand.
14. Dori, Yehudit J., and Tal, Revital T. (1998). Formal and informal collaborative projects: Engaging in industry with environmental awareness. Informal Science: 95-113.
15. Ernst, Julia, and Monroe, Martha (2004). The effects of environment-based education on students’ critical thinking skills and disposition towards critical thinking.
Environmental Education Research, Vol. 10, No. 4: 507-522.
• Using a modified ethnographic approach, we employed participant observation
and conducted semi-structured interviews with two groups of participants: (1)
principals of participating schools on three islands, and (2) leaders within
environmentallyfocused NGOs/governmental organizations.
• Interviews were transcribed, and the qualitative data were coded using NVivo.
The data were preserved as qualitative and used in long form during analysis. As
appropriate,the data were quantified for reporting,at times.
The social ecosystem in Galapagos is complex, becoming increasingly so over the past
50 years, with rising numbers of people moving to the islands from mainland Ecuador
and other countries. The governmental sector on the archipelago has had to establish
systems and regulations for living on the islands, with the intention of protecting the
national park. As of 2008, an estimated 30,000 inhabitants lived on the four populated
Galapagos islands; this represented a 1300% increase from the 2,300-resident
population in 1962, just three years after the National Park was established (Gardener,
2011). However, researchers have paid much less attention to the social aspects of
Galapagos than to the ecological aspects of the islands. There is little understanding of
the baseline of environmental literacy among the population or of the environmental
education opportunities in the islands. Yet, because of the importance of human
knowledge, awareness, and environmentally related behaviors in Galápagos, it is
criticalto know how people living there learn about the environment.
In Galápagos, formal education (education that takes place primarily within a
structured, classroom setting) is constrained in terms of the resources available for
environmental education. By contrast, informal education, education occurring outside
of school settings (Eshach, 2006)—often offered by environmentally related
governmental agencies and/or NGOs—traditionally has had more resources to produce
collaborative environmental education programs. Because informal environmental
education offers activities for EE, coupling formal/informal would fill a void in the
ecosystemof available educationalopportunities.
Currently, Galápagos students have little access to environmental education
through either the formal school system or informal programs. Science curricula in
island schools rarely emphasize environmental conservation or human/non-human
relationships. There is a disconnect between local students’ education and scientific
research on the islands. Investigating this disconnection, as well as the level of
environmental education and awareness of students, might help produce more
streamlined approachesto environmental educationand conservation.
Figure 1. Highland elementary school
• When environmental education is present within formal and informal
settings,it is infused across subjects and included in science education
• Because of the infrequency and inconsistency of environmental
education, little development of environmental values or of more
sustainable environmental behavior occurs in students’everydaylives.
• School administrators and NGO managers felt that improved
collaboration would provide more in-depth and effective environmental
education opportunities for Galapagos students.
“I think that [EE] is inconsistent, or that the students
are great at identifying the inconsistencies. So, if
you teach them EE and they leave the class and go
into a society that doesn’t understand or practice
those values and concepts, the students raise the
question of inconsistency and they don’t put those
values into practice; they see them as invalid, so it is
the inconsistency of the system I think that is the
biggest challenge”(ORA5, 2014).
• Additionally, leaders recognized that teachers do not
have sufficient curriculum, class time, or outside
support programs to implement it thoroughly and
effectively.
• “[classes] are not sufficient because [...] they’re 40
minutes, and to do environmental education that
requires much more time [...] it should not be as
much in the classroom, but more outside” (SCA7,
2014)
Island School Code Number of
Students
Grades
taught
Type
Island A SCA1 177 PreK-6 Public
SCA2 656 PreK-12 Public
SCA3 846 7-12 Public
SCA4 183 PreK-8 Public
SCA5 536 7-12 Public
SCA6 422 PreK-9 Public
SCA7 1113 PreK-12 Public-private
SCA8 177 PreK-12 Private
Island B SCB1 89 PreK-12 Public
SCB2 ?? PreK-9 Public
SCB3 277 7-12 Public
SCB4 421 7-12 Public-private
SCB5 609 PreK-9 Public-private
SCB6 271 PreK-12 Private-Military
Island C SCC1 334 PreK-9 Public-private
SCC2 230 7-12 Public-private
SCC3 144 PreK-9 Municipal
Table 2. Participating Schools
Island Org. Level Type Mission Student Programs
Island
A
ORA1 Local Gov. National Park management, community
involvement and awareness
Alternativa Estudiantil; club;
funding ORA3 selective
program; field trips
ORA2 Local NGO Provide opportunities for exemplary students
to create social initiatives
Selective summer
empowerment program
ORA3 Internatio
nal
NGO Place-based outdoor education to connect
local experts and high school students (both
international and local students)
Summer selective camp; club
ORA4 Local Gov. Waste management, community awareness field trips with schools,
Alternativa Estudiantil
ORA5 Local NGO Sustainability and education-focused, created
a private, bilingual school on Island A
Support and foundation of
SCA8
ORA6 Internatio
nal
NGO Global and local conservation, recycling,
compost, beach cleans, and awareness
club, pamphlets/cartoon
Island
B
ORB1 Local Gov. Park management, community involvement
and awareness
Field trips, talks
ORB2 Local Gov. University education, community education talks
ORB3 Local NGO experiential learning, computer skills, library
services, agriculture, rehabilitation
extracurricular, camp, club
Island
C
ORC1 Local Gov. Park management, community involvement
and awareness
Summer camp, Alternativa
Estudiantil, club, talks
Initial Themes Applied Themes
Environmental Awareness Conservation; Care for environment
Environmental Behavior Recycling; Invasive species maintenance
Environmental Knowledge Transversal in classes
Science Education Single-class; Strict or limited curriculum
Environmental Values Buen Vivir; Identity of Galápagos
Table 3. Coding Themes
Table 1. Participating Organizations
Organization-Based School-Based
Awareness 3 8
Behavior 3 1
Care 11 21
Knowledge 7 8
Values 2 1
Table 4. Iterative terms used to describe environmental education
Collaboration Organization-Based School-Based
Clean up trash 7 7 3
Compost 1 0 2
Gardens 3 0 6
Invasive Species
Maintenance
7 4 6
Recycling 12 8 22
Reforestation 3 4 3
Table F2. Environmental behavior referenced by interviewees
Collaboration Organization-Based School-Based
La Reforma 8 5 10
Resources 2 0 4
Administration 16 6 20
Curriculum 7 3 13
Table F3. Reasons Environmental Education for Students has Decreased
![Table I2. Participating
Organizations
Assessing Environmental Literacy in the
Galápagos Islands School System
Amelia Farber, MA Nicole Ardoin, PhD Mele Wheaton, PhD
Stanford University
Background
Methods
Results
Discussion
Future Work
Acknowledgments
Abstract
The Galápagos Islands are a UNESCO Natural World Heritage Site, thanks to
their spectacular terrestrial and marine ecosystems filled with unique species
assemblages. These striking ecosystems draw numerous researchers and
more than 120,000 travelers annually, and the islands are also home to more
than 30,000 residents. Galápagos offers formal and informal opportunities for
engaging in concepts related to science and the environment; however, these
systems have often been overlooked, and perhaps underutilized, as resources
for building the environmental literacy and engagement of Galápagos
residents. This study set out to investigate perspectives on environmental
literacy of local educators and educational leaders in formal and informal
learning environments. Through our collected data, we investigate the
complexities of various perspectives on environmental literacy and the related
complications of environmental education provision in Galápagos. We also
review the current state of environmental literacy and explore how it might
be supported through formal/informal sectorial collaboration. We discuss the
implications for residents living alongside a national park and World Heritage
Site, emphasizing the importance of environmental literacy for continued
conservation and protectionof the islands.
Special thanks to Professors William Durham and Rodolfo Dirzo for incredible academic
guidance and support. Thanks to FUNDAR Galápagos, Hacienda Tranquila, and the
Galápagos School District for providing initial access and also helping facilitate the data-
collection process. For ongoing support, we appreciate the Galapagos Conservancy; we
also appreciate the following Stanford funding sources: the Stanford Woods Institute for
the Environment, the Beagle II Award, Undergraduate Advising and Research, and the
Goldman Honors program.
References
Contact
• Analyze results from a parallel study conducted with Galapagos
students. This analysis is in process based on data gathered
using the Middle School Environmental Literacy Survey (MSELS).
The survey was implemented with more than 500 students at
the same time as the interviews were being conducted with
educators, administrators, and community educationalleaders.
• Conduct a follow-up study to explore whether and in what ways
current changes in the school system (related to a larger,
national curriculum revision) or increased offerings of
professional development have impacted students’
environmentalliteracy.
Amelia Farber agfarber6@alumni.stanford.edu
Nicole Ardoin nmardoin@stanford.edu
Mele Wheaton melew@stanford.edu
• The findings suggest that environmental education in the
Galápagos is challenged by: (1) the current educational system
structure; (2) the lack of connection (or weak connections)
between environmental education experiences and the local
environment—this disconnection provides ample opportunities
for enhancing environmental literacy; and finally (3) missed
opportunities for deeper and more meaningful connections
between the formal and informal sectors.
1.Ardoin, Nicole et al. (2014). Using digital photography and journaling in evaluation of field-based environmental education programs. Studies in Educational
Evaluation, Vol. 41: 68-76.
2. Ardoin, N.M.,Thomsen, J.,Gould, R. In prep. Considerations for Selecting and Grouping Pro-Environmental Behaviors.
3. Ardoin, N.M. et al. (2013). Influencing Conservation Action: What Research Says About Environmental Literacy, Behavior, and Conservation Results. Washington,DC:
Audubon
4. Barriga, Patricio. Personal Communication. President of FUNDAR-Galápagos. 2014
5. Bassett, Carol Ann (2009). Galápagos at the Crossroads. Washington D.C.: National Geographic Society.
6. Blum, Nicole (2008). Environmental education in Costa Rica: Building a framework for sustainable development? International Journal of Educational Development,
Vol. 28, No. 3: 348-358.
7. Borchers, Claudia et al. (2013). Environmental Education in Côte d'Ivoire/West Africa: Extra-Curricular Primary School Teaching Shows Positive Impact on
Environmental Knowledge and Attitudes. International Journal of Science Education, Part B, Vol. 4,No. 3: 240-259.
8. Boullion, Lisa M, and Louis M. Gomez (2001). Connecting School and Community with Science Learning: Real World Problems and School – Community Partnerships
as Contextual Scaffolds. Journal of Research in Science Teaching, Vol. 38, No. 8, pp 878-898
9. Brewer, Carol (2002). Conservation Education Partnerships in Schoolyard Laboratories: A Call Back to Action. Conservation Biology, Vol. 16, No. 3, pp 577-579
10. Bradley, Jennifer Campbell, Waliczek, T. M., and Zajicek, J. M. (1999). Relationship Between Environmental Knowledge and Environmental Attitude of High School
Students. The Journal of Environmental Education, Vol. 30, No. 3: 17-21.
11. Ceaser, Mike (2006). Making Waves on Galápagos. Chronicle of Higher Education, Vol. 52,Issue 41
12. Galápagos Conservancy. Education. The Galápagos Conservancy. http://www.galapagos.org/about_galapagos/people-today/
13. De Roi, Tui (2009). Galápagos: Preserving Darwin’s Legacy. Firefly Books: New Zealand.
14. Dori, Yehudit J., and Tal, Revital T. (1998). Formal and informal collaborative projects: Engaging in industry with environmental awareness. Informal Science: 95-113.
15. Ernst, Julia, and Monroe, Martha (2004). The effects of environment-based education on students’ critical thinking skills and disposition towards critical thinking.
Environmental Education Research, Vol. 10, No. 4: 507-522.
• Using a modified ethnographic approach, we employed participant observation
and conducted semi-structured interviews with two groups of participants: (1)
principals of participating schools on three islands, and (2) leaders within
environmentallyfocused NGOs/governmental organizations.
• Interviews were transcribed, and the qualitative data were coded using NVivo.
The data were preserved as qualitative and used in long form during analysis. As
appropriate,the data were quantified for reporting,at times.
The social ecosystem in Galapagos is complex, becoming increasingly so over the past
50 years, with rising numbers of people moving to the islands from mainland Ecuador
and other countries. The governmental sector on the archipelago has had to establish
systems and regulations for living on the islands, with the intention of protecting the
national park. As of 2008, an estimated 30,000 inhabitants lived on the four populated
Galapagos islands; this represented a 1300% increase from the 2,300-resident
population in 1962, just three years after the National Park was established (Gardener,
2011). However, researchers have paid much less attention to the social aspects of
Galapagos than to the ecological aspects of the islands. There is little understanding of
the baseline of environmental literacy among the population or of the environmental
education opportunities in the islands. Yet, because of the importance of human
knowledge, awareness, and environmentally related behaviors in Galápagos, it is
criticalto know how people living there learn about the environment.
In Galápagos, formal education (education that takes place primarily within a
structured, classroom setting) is constrained in terms of the resources available for
environmental education. By contrast, informal education, education occurring outside
of school settings (Eshach, 2006)—often offered by environmentally related
governmental agencies and/or NGOs—traditionally has had more resources to produce
collaborative environmental education programs. Because informal environmental
education offers activities for EE, coupling formal/informal would fill a void in the
ecosystemof available educationalopportunities.
Currently, Galápagos students have little access to environmental education
through either the formal school system or informal programs. Science curricula in
island schools rarely emphasize environmental conservation or human/non-human
relationships. There is a disconnect between local students’ education and scientific
research on the islands. Investigating this disconnection, as well as the level of
environmental education and awareness of students, might help produce more
streamlined approachesto environmental educationand conservation.
Figure 1. Highland elementary school
• When environmental education is present within formal and informal
settings,it is infused across subjects and included in science education
• Because of the infrequency and inconsistency of environmental
education, little development of environmental values or of more
sustainable environmental behavior occurs in students’everydaylives.
• School administrators and NGO managers felt that improved
collaboration would provide more in-depth and effective environmental
education opportunities for Galapagos students.
“I think that [EE] is inconsistent, or that the students
are great at identifying the inconsistencies. So, if
you teach them EE and they leave the class and go
into a society that doesn’t understand or practice
those values and concepts, the students raise the
question of inconsistency and they don’t put those
values into practice; they see them as invalid, so it is
the inconsistency of the system I think that is the
biggest challenge”(ORA5, 2014).
• Additionally, leaders recognized that teachers do not
have sufficient curriculum, class time, or outside
support programs to implement it thoroughly and
effectively.
• “[classes] are not sufficient because [...] they’re 40
minutes, and to do environmental education that
requires much more time [...] it should not be as
much in the classroom, but more outside” (SCA7,
2014)
Island School Code Number of
Students
Grades
taught
Type
Island A SCA1 177 PreK-6 Public
SCA2 656 PreK-12 Public
SCA3 846 7-12 Public
SCA4 183 PreK-8 Public
SCA5 536 7-12 Public
SCA6 422 PreK-9 Public
SCA7 1113 PreK-12 Public-private
SCA8 177 PreK-12 Private
Island B SCB1 89 PreK-12 Public
SCB2 ?? PreK-9 Public
SCB3 277 7-12 Public
SCB4 421 7-12 Public-private
SCB5 609 PreK-9 Public-private
SCB6 271 PreK-12 Private-Military
Island C SCC1 334 PreK-9 Public-private
SCC2 230 7-12 Public-private
SCC3 144 PreK-9 Municipal
Table 2. Participating Schools
Island Org. Level Type Mission Student Programs
Island
A
ORA1 Local Gov. National Park management, community
involvement and awareness
Alternativa Estudiantil; club;
funding ORA3 selective
program; field trips
ORA2 Local NGO Provide opportunities for exemplary students
to create social initiatives
Selective summer
empowerment program
ORA3 Internatio
nal
NGO Place-based outdoor education to connect
local experts and high school students (both
international and local students)
Summer selective camp; club
ORA4 Local Gov. Waste management, community awareness field trips with schools,
Alternativa Estudiantil
ORA5 Local NGO Sustainability and education-focused, created
a private, bilingual school on Island A
Support and foundation of
SCA8
ORA6 Internatio
nal
NGO Global and local conservation, recycling,
compost, beach cleans, and awareness
club, pamphlets/cartoon
Island
B
ORB1 Local Gov. Park management, community involvement
and awareness
Field trips, talks
ORB2 Local Gov. University education, community education talks
ORB3 Local NGO experiential learning, computer skills, library
services, agriculture, rehabilitation
extracurricular, camp, club
Island
C
ORC1 Local Gov. Park management, community involvement
and awareness
Summer camp, Alternativa
Estudiantil, club, talks
Initial Themes Applied Themes
Environmental Awareness Conservation; Care for environment
Environmental Behavior Recycling; Invasive species maintenance
Environmental Knowledge Transversal in classes
Science Education Single-class; Strict or limited curriculum
Environmental Values Buen Vivir; Identity of Galápagos
Table 3. Coding Themes
Table 1. Participating Organizations
Organization-Based School-Based
Awareness 3 8
Behavior 3 1
Care 11 21
Knowledge 7 8
Values 2 1
Table 4. Iterative terms used to describe environmental education
Collaboration Organization-Based School-Based
Clean up trash 7 7 3
Compost 1 0 2
Gardens 3 0 6
Invasive Species
Maintenance
7 4 6
Recycling 12 8 22
Reforestation 3 4 3
Table F2. Environmental behavior referenced by interviewees
Collaboration Organization-Based School-Based
La Reforma 8 5 10
Resources 2 0 4
Administration 16 6 20
Curriculum 7 3 13
Table F3. Reasons Environmental Education for Students has Decreased](https://image.slidesharecdn.com/f228edf5-2772-474f-b85a-61071d10d042-161020190451/85/Final-NAAEE-Conference-Poster-Amelia-Farber-2016_NMA-V2_MW-1-320.jpg)
