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U-M NRE 701 - Framing for effectiveness

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FRAMING FOR EFFECTIVENESSResearchers:OverviewWhat motivates people to do something for the environment, in terms of who receives the benefits?The University of Michigan Exhibit Museum of Natural HistorySome of client’s goals:Constraints of programs:Previous research in Environmental EducationEnvironmental education that goes beyond the “increase-knowledge-to-change-behavior” model attempts to:How do you reach people and move them?The Biodiversity ProjectResearch questions:METHODSVisual representation of categories of concern:Other logosSurvey design continued…Phase I AnalysisSlide 18“Action-Steps for Biodiversity” websitePhase II analysisUse of website/fliers to measure strength of frames:Benefits of studyResults will add to the body of knowledge on:TIMELINEBudget—$700Possible funding sourcesSignificanceFRAMING FOR EFFECTIVENESSIdentifying Motivating Strategies for Communicating Biodiversity MessagesResearchers:Graduate Student: Barbara LucasPrimary Advisor: Dr. Paul Mohai School of Natural Resources and EnvironmentSecondary Advisor: Dr. Scott Paris School of Education, Department of PsychologyOverviewBackgroundResearch questionsMethodsBenefitsWhat motivates people to do something for the environment, in terms of who receives the benefits? Categories of concern:Self/familyLocal region (Great Lakes)NationGlobal biosphereThe wild animalsFuture generationsThe University of Michigan Exhibit Museum of Natural HistoryPartners annually with Washtenaw County Libraries to present:“Family Reading and Science Programs”Theme of Winter 2004: Wildlife BiodiversitySome of client’s goals:Target their audienceEncourage behavior that promotes biodiversityConstraints of programs:Participants are both children and adultsShort durationSingle exposureConstraints complement message-framing interestPrevious research in Environmental EducationKnowledge alone doesn’t result in environmentally responsible behaviorEnvironmental education that goes beyond the “increase-knowledge-to-change-behavior” model attempts to:Influence numerous variables over timeChange attitudes/skills of learner But most environmental messages are “sound bites.”How do you reach people and move them?Use a story formatMatch their cognitive mapUse a positive vs. negative approachEmphasize local vs. faraway issuesThe Biodiversity ProjectMission: Assess public opinionExplore public education and communication strategiesSurveys of 1500 adults nationwide (1996 and 2002) assessed knowledge and attitudes.Research questions:What categories of concern are most motivating? What presentation formats are most motivating?Do demographic factors influence the choices?AgeParenthoodParent/child pairsMETHODSGoal #1: Identify motivating message frames per self-reportSURVEY children and adults1. Multiple measures of categories of concernSelf/familyLocal region (Great Lakes)NationGlobal biosphereThe wild animalsFuture generationsVisual representation of categories of concern:Other logosFuture generationsThe wild animalsNature around the worldSurvey design continued…2. Measure of most motivating presentation formatsNegative vs. positive presentation of factsStory (case-study/success story) vs. generic information3. Basics of biodiversity knowledge4. Demographic information, datePhase I AnalysisCorrelations between preferred choices and demographic dataMETHODSGoal #2: Measure motivating frames per behaviorFLIERS directing readers to websites containing ERB opportunitiesFliers will use the three top-rated frames— same facts, different presentationsDistribute an equal number of eachEach flier will have its own website address and password, to track hits“Action-Steps for Biodiversity” websiteLocal volunteer opportunitiesOrganizations to send money toRelevant legislationLifestyle changes that reduce resource consumption/environmental degradation“Green” consumer choicesTips for attracting/supporting backyard wildlifePhase II analysisWhich fliers (i.e. which message frames) are associated with the most website hits?Use of website/fliers to measure strength of frames:CONSResults cannot be generalizedCausal relationship cannot be inferredLongitudinal follow-up required to ensure completion of the ERBPROSEngaging in the behavior not limited by preference/non- preference for the activityA hit on the website is a first step in engaging in an ERBBenefits of studyFor the Exhibit Museum:Data analysis and recommendationsWill help in program designCompilation of “Action-Steps” info.Hardcopies can be distributed to visitorsElectronic version can be incorporated into Museum websiteResults will add to the body of knowledge on:Framing of environmental messagesCategories of concernPresentation approachesChildren’s attitudesRelationship between attitudes of children and their parentsUsing behavior vs. self-reported intent-to-act as a measureTIMELINEBudget—$700Duplicating costs120 surveys600 fliersFinal document Binding final documentBooks, reports, and other published resourcesPossible funding sourcesRackham Discretionary FundsArts of Citizenship GrantFoundation for the FutureSignificanceThe future of biodiversity depends upon:Connecting with the


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U-M NRE 701 - Framing for effectiveness

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