Exploring the Relationship Between Digital Nature Photography and Children’s Connectedness to Nature

Seth  Spencer  

Candidate  for  MEd,  Environmental  Education   Seminar  Presentation  

Introduction to Topic Children  8-­‐18  spent  an  average  of  nearly   6.5  hours  a  day  plugged  in  electronically.   This  equals  over  45  hours  a  week  (Louv,  2005).  

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Why is A Connection to nature Important? “We  can  be  ethical  only  in  relation     to  something  we  can  see,  feel  ,           understand,  love,  or  otherwise   have  faith  in.”  (Leopold,  1949)   en.wikipedia.org

Problem Statement  The  purpose  of  this   study  was  to  explore   how  taking  digital   nature  photographs   influenced  children’s   Martybugs.net

connectedness  to   nature.  

Definitions

 

Connectedness  to   Nature  

One’s  “experiential  sense   of  oneness  with  the   natural  world”      

(Mayer  &  Frantz,  2004,     p.  504)  

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Definitions  Youth  Development   •  Seeking  to  meet  youth  needs    

•  Build  competencies  needed   to  become  successful  adults    

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•  Youth  programs  help  develop   physical,  social,  cognitive,   vocational  and  moral  skills.    (National  Collaboration  for  Youth,  1996)    

Literature Review Human-Nature Relationship “Understanding  young  people’s  environmental   attitudes  is  becoming  increasingly  important  because   in  time  they  will  face  environmental  problems  and  will   need  to  have  the  skills  and  disposition  to  work  on   resolutions  for  these  problems.”  (Bradley  et  al.,  1999)  

K. Zwickey, 2012

Literature Review Human-Nature Relationship

Benefits  of  Human  Nature  Relationship  

•  More  time  outside,  possible   connection  to  higher  classroom scores  (Taylor  &  Kuo,  2006)   •  Lower  anxiety  and  lower  levels   of  ADHD  (Senauer,  2007)   S. Spencer, 2005

•  Stress  reduction  (Wells  &  Evans,   2003)  

Literature Review

Youth Development Children  and  Technology  

•  Children  ages  6-­‐11  spend  30  hours  a   week  on  technology  (Louv,  2005)   •  25%  of  the  time  they  are  using  multiple   forms  of  technology  at  the  same  time   (Charles,  2007,  p.  7).    

•  This  increase  coincides  with  a  decrease   in  the  amount  of  time  youth  are   spending  in  nature  (Charles,  2007,  p.  6).     digitalqatar.net

•  How  can  we  use  this  increase  in   technology  to  our  advantage?  (French,   2011)  

Literature Review

Photography and Youth Youth  and  Cameras   Shutterbug.com

•  3/4of  children  6<    living  in   economically  developed  countries   own  or  have  use  of  a  camera   (Sharples  et  al.,  2003,  p.  3).       •  Children  took  photographs     • to  ‘capture  a  moment’    

 

• to  serve  as  a  reminder  or  memento   of  something  that  would  not  be   available  in  the  future   • to  create  an  interesting  or  aesthetic   image  (Sharples  et  al.,  2003,  p.  17).    

SignIficance •  Technology  is  being  used  more  in  the   classroom   •  73%  of  Minnesota  Outdoor  Educators   think  technology    can  be  an  important   tool  in  the  outdoors  (French,  2011)   •  Connectedness  is  become  an  important   part  of  many  federal  and  state   agencies’  (NPS,  USFWS,  and  MN  DNR’s)   mission   •  Is  already  being  used  by  other   organizations   •  National  Park  Service’s  Parks  in  Focus   •  In  a  New  Light  Project  

S. Shimek, 2011

Methodology •  Non-­‐Equivalent  Control  Group   Design  (Mixed  Methods  data   Collection)   •  Population   •  4th  grade  school  groups   •  Setting:  Local  area  schools   •  Existing  Program  

•  Independent  Variable:  Use  of  Digital   Cameras   •  Dependent  Variable:  Perceived   Connection  to  Nature  

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Methodology •  Instrument:  Connectedness  to  Nature  Index   (Cheng  &  Monroe,  2010)   •  Validity-­‐  pilot-­‐tested  with  two  4th  -­‐grade  classes   •  Reliability-­‐  Cronbach’s  Alpha=  0.87     •  Age  Range-­‐  8-­‐10  years  old   •  17  variables  that  influence  affective  attitudes  

1.  I  like  to  hear  different  sounds  in  nature     2.  I  like  to  see  wild  flowers  in  nature   3.   When  I  feel  sad,  I  like  to  go  outside  and  enjoy  nature     4.  Being  in  the  natural  environment  makes  me  feel  peaceful  

Methodology:

MN DNR Bridge To Nature •  Purpose:   •  “It  is  hoped  that  through  these   workshops,  teachers  can  help  curb   so-­‐called  Nature  Deficit  Disorder  in   today’s  youth”  (MN  DNR,  2011)  

•  What  is  it?   •  Teacher  Workshop   •  Standards  Based   •  Grades  3-­‐9  

MN DNR, 2011

Results

Results

Results

Results

Results

Results

Results Example  Responses:   •  Positive  feelings  about  Nature:   “I  fell  happy  about  nature  why  because  you   can  see  flowers  and  the  people  their.”     “I  like  nature  because  you  never  know     whats  thell  do  next.”      

School C, 2012

Connected  to  Nature:    “I  feel  connected  to  nature.”        “I  feel  like  Im  with  nature.            I  feel  like  Im  home.”   School D, 2012

Results •  Connected  through  Photos:    “Taking  pictures  make  me  feel  close  to  nature”    “When  I  took  pichers  of  nacher  I  loved  it  even  more!”   •  Positive  Feelings  through  Photos:    “I  feel  that  it  is  a  good  thing  to  take  pictures  outside.”    “It  makes  me  feel  happy  about  taking  pictures  of  cool  plans  and            animals  of  things  you  see.”     •  No  Change:                      “I  feel  the  same  as  I  was  before.”          “  I  loved  doing  it  but  I  feel  the            same  as  I  was  before.”   School C, 2012

Results

Discussion •  Prior  to  study,  the  influence  of  digital  photography  on   children’s  connectedness  to  nature  was  unknown   •  T-­‐test-­‐  no  significant  difference  in  the  pretest/posttest   scores  of  either  the  control  group  (p=.477)  or   treatment  group  (p=.525)   •  A  “ceiling  effect”  (Pedhazur  and  Schmelkin,  1991)?   •  Connectedness  is  stable  (Schultz  et  al.,  2002)  

School D, 2012

School D, 2012

Discussion Suggestions  for  Future  Research   1.  Determine  if  digital  cameras  influence  connectedness   attitudes,  or  strong  connectedness  to  nature=  looking  for  new   ways  of  exploring  it.     2.  What  characteristics  necessary  to  create  connectedness.           Does  digital  photography  meet  any  of  these  requirements?     3.  Other  ways  than  direct  experiences      in  nature  that  foster  connectedness?       School D, 2012

Discussion 4.  How  technology  is  used  in  E.E.  field.  Fostering   connectedness  or  hindering  it?   5.  Address  whether  connectedness  to  nature  levels  are   impacted  by  children  being  from  rural  vs.  urban  vs.   suburban  areas.   6.  Longitudinal  study  addressing  the  stability  of   connectedness  to  nature.  

School D, 2012

Discussion Recommendations   •  Explore  use  of  digital  cameras   over  a  longer  period  of  time   •  Explore  more  finely-­‐tuned   instrument  to  test   connectedness  to  nature   •  In  general,  explore   connectedness  to  nature  more   •  Explore  teacher’s  ideas/values    

School C, 2012

Summary •  Possible  connection  through  cameras   •  Cameras  create  excitement,  enjoyment  when  used  in  curriculum   •  Cameras  have  been  around  for  years.  With  easy  to  use  digital   models,  children  may  be  more  apt  to  use  them  in  nature     •  Children  are  spending  more  time  inside.  Perhaps  teachers/ outdoor  educators  can  use  digital  cameras  to  draw  people  back   outside,  into  nature.  

Thank You •  Committee   •  Ken  Gilbertson,   Ph.D.  (Chair)   •  Tom  Beery,  Ph.D.   •  Sherry  Boyce,  M.A.   •  Friends  and  Family   •  Fellow  Grads  

K. Zwickey, 2012

Question Time!

S. Spencer, 2010