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Using Visual Art to Facilitate Conservation Education and Communication
Using Visual Art to Facilitate Conservation Education and Communication
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105121
- ISBN
- 9798291547250
- DDC
- 574.5
- 서명/저자
- Using Visual Art to Facilitate Conservation Education and Communication
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 151 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-02, Section: B.
- 주기사항
- Advisor: Hua, Jessica.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
- 초록/해제
- 요약Public communication and education are key conservation actions, and there is growing interest in leveraging non-traditional approaches to reach wider audiences. Among these approaches, visual art about conservation and environmental sciences have seen increased practical use, yet research on the effectiveness of arts-based communication remains limited. In this dissertation, I contribute to this growing area of interest by forwarding theory, practice, and applied research on using visual art to facilitate conservation education and communication. In Chapter 1, I conducted a literature review to synthesize existing research on environmental visual arts in education and communication. I found that self-reflection, audience characteristics, and artwork attributes can shape cognitive, emotional, and behavioral outcomes. In Chapter 2, I developed a roadmap for practitioners to create science-art projects by collaborating with student artists. By evaluating artist and audience feedback, I showed that this practice reduced barriers to science-art collaborations, facilitated the development of valued skills for student artists, and resulted in an art project that promoted visitor enjoyment and learning. In Chapter 3, I evaluated the influence of an ecology art exhibit on audience interest and student comprehension. I found that audience members with less background education in science saw more gains in their research interest than audience members with more background education in science. For student comprehension, I found that attending the art exhibit was not as effective as reading abstracts of related ecology publications. Finally, in Chapter 4, I explored the differences between teaching a primary school lesson about biodiversity using visual narrative compared to traditional slideshow. I found that third grade children held more positive perceptions of science when taught using a visual narrative resource, yet they received higher quiz scores when taught using a traditional resource. I also found evidence that the effects of the visual narrative resource on student perceptions and knowledge were biased by a novelty effect. Overall, while it may not be as effective as more traditional media for conveying facts or information, visual art provides a novel and accessible opportunity for audiences to deepen emotional connections with science and conservation.
- 일반주제명
- Ecology
- 일반주제명
- Wildlife conservation
- 일반주제명
- Science education
- 일반주제명
- Environmental studies
- 키워드
- Amphibians
- 키워드
- Conservation
- 키워드
- Visual art
- 기타저자
- The University of Wisconsin - Madison Wildlife Ecology
- 기본자료저록
- Dissertations Abstracts International. 87-02B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260202105121
■006m o d
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■020 ▼a9798291547250
■035 ▼a(MiAaPQ)AAI32238331
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a574.5
■1001 ▼aShaw, Kyra Ricci.
■24510▼aUsing Visual Art to Facilitate Conservation Education and Communication
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a151 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-02, Section: B.
■500 ▼aAdvisor: Hua, Jessica.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
■520 ▼aPublic communication and education are key conservation actions, and there is growing interest in leveraging non-traditional approaches to reach wider audiences. Among these approaches, visual art about conservation and environmental sciences have seen increased practical use, yet research on the effectiveness of arts-based communication remains limited. In this dissertation, I contribute to this growing area of interest by forwarding theory, practice, and applied research on using visual art to facilitate conservation education and communication. In Chapter 1, I conducted a literature review to synthesize existing research on environmental visual arts in education and communication. I found that self-reflection, audience characteristics, and artwork attributes can shape cognitive, emotional, and behavioral outcomes. In Chapter 2, I developed a roadmap for practitioners to create science-art projects by collaborating with student artists. By evaluating artist and audience feedback, I showed that this practice reduced barriers to science-art collaborations, facilitated the development of valued skills for student artists, and resulted in an art project that promoted visitor enjoyment and learning. In Chapter 3, I evaluated the influence of an ecology art exhibit on audience interest and student comprehension. I found that audience members with less background education in science saw more gains in their research interest than audience members with more background education in science. For student comprehension, I found that attending the art exhibit was not as effective as reading abstracts of related ecology publications. Finally, in Chapter 4, I explored the differences between teaching a primary school lesson about biodiversity using visual narrative compared to traditional slideshow. I found that third grade children held more positive perceptions of science when taught using a visual narrative resource, yet they received higher quiz scores when taught using a traditional resource. I also found evidence that the effects of the visual narrative resource on student perceptions and knowledge were biased by a novelty effect. Overall, while it may not be as effective as more traditional media for conveying facts or information, visual art provides a novel and accessible opportunity for audiences to deepen emotional connections with science and conservation.
■590 ▼aSchool code: 0262.
■650 4▼aEcology
■650 4▼aWildlife conservation
■650 4▼aScience education
■650 4▼aEnvironmental studies
■653 ▼aAmphibians
■653 ▼aConservation
■653 ▼aEnvironmental communication
■653 ▼aScience-art collaborations
■653 ▼aVisual art
■690 ▼a0329
■690 ▼a0284
■690 ▼a0714
■690 ▼a0477
■71020▼aThe University of Wisconsin - Madison▼bWildlife Ecology.
■7730 ▼tDissertations Abstracts International▼g87-02B.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17359453▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
