![]() ![]() We present a framework to integrate social and behavioral research methods within assessment of the effectiveness of ocean literacy initiatives. Social and behavioral research methods also provide a means of assessing changes in attitude, a key predictor of behavior change, and ultimately a means of assessing changes in a participants intended and reported behaviors. The application of social and behavioral research methods provides powerful tools for assessing if ocean literacy initiatives are effective at increasing participant's knowledge and awareness of an issue, its causes and consequences and behaviors or actions required to enable sustainable solutions. ![]() ![]() The goal of ocean literacy initiatives is ultimately to enable behavior change (whereby citizens take direct and sustainable action) to achieve sustainable solutions to marine environment issues. 3World Conservation Monitoring Centre, UNEP, Cambridge, United KingdomĪssessment of environmental literacy and ocean literacy focus on increasing knowledge and awareness.2Faculty of Health and Human Sciences, School of Psychology, University of Plymouth, Plymouth, United Kingdom.1School of Biological and Marine Sciences, University of Plymouth, Plymouth, United Kingdom. ![]() Here it is.Matthew Ashley 1 * Sabine Pahl 2 Gillian Glegg 1 Stephen Fletcher 3 But you can see the Topsight worksheet for activity systems now. And maybe a worksheet to fill out.įor step-by-step directions, you'll have to wait to read my book Topsight, where I show how to use field research to construct activity systems. But to do this sort of analysis ourselves, it really helps to have step-by-step directions. Okay, so this description gives us a conceptual overview. Then the harder part, harder because these components are generally invisible: (5) What formal and informal rules do people follow in this activity? (6) What community stakeholders are indirectly involved? And (7) What's the division of labor at the site-how do people formally and informally divide their roles?īy dissecting context in this way, we can start to understand how all these components fit together. First the easy part, easy because these components are generally visible: (3) What tools do they use as they try to accomplish their objective? (4) Who is directly using these tools to achieve the outcome? Once we figure those out, then we can go to other components that make up the activity. Sure, we might do any of these things as part of a larger study, but in isolation, they don't tell us much about the shared activity.Īctivity theory would suggest that we first figure out: (1) What's the objective that they're trying to accomplish over and over again? And (2) why-What's the outcome they want to produce? We wouldn't (exclusively) isolate each one and give them IQ or perception tests. We wouldn't focus (exclusively) on their tools, their education, or the posted rules that they have to follow. Roughly speaking, the activity system allows us to study the material and social context that surrounds a repeated activity.įor instance, suppose we want to examine how people work in an organization. The activity system is the analytical unit of activity theory: it's what we have to study in order to understand what people are trying to do in an organization or other social unit. Russell introduced me to it in-was it 1995? And one of the most useful tools that activity theory gives to us is the notion of the activity system. I've been using activity theory ever since David R. ![]()
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