Impact of teacher training in conservation education on student learning in primary schools adjacent to Kibale National Park, Uganda

摘要: Conservation education requires a multidisciplinary approach that ideally incorporates iterative monitoring to inform decision making and facilitate achievement of conservation goals. Despite their value importance, evaluations programmes are often challenging conduct, published infrequently. In this study the impact teacher training on student learning environmental concepts was assessed in students at 10 schools within 5 km Kibale National Park, Uganda. Student surveys were administered beginning end each 3 school years, throughout which teachers engaged training. Results suggest students’ knowledge (e.g. knowing species live how themselves could help conserve wildlife) increased year, but there mixed results regarding extent showed improved understanding problems threatening wildlife, reasons underlying importance conserving Park. Understanding gains attitude shifts associated with is important for whether focusing contributes intended impacts learning. Additional research outcomes long-term will be useful continuing identify best practices wildlife conservation.