The Understanding and Implementation of Key Best Practices in National Park Service Education Programs

Abstract

U.S. national parks provide excellent venues for learning experiences in history and the sciences with tangible, primary resources. However, best practices associated with experiential and inquiry-based learning targeted specifically toward students, as opposed to interpretive practices for the general public, must be both well understood and well implemented to be effective. This action research study was undertaken in order to identify where and why gaps in the understanding and implementation of these best practices exist. A survey of 25 NPS educators revealed that they are being implemented approximately half of the time. Significant gaps exist between staff with academic training and/or prior work experience in education and those without this background. Follow-up interviews suggested that changes in the recruitment of new educators and the increased availability of training, networking, and coaching may increase the prevalence of experiential and inquiry based practices. Efforts that leverage education professionals outside the agency, the expertise of more successful park education programs, and the common concepts between education and interpretation may be particularly effective. Other agencies and organizations that conduct both interpretation and education may also benefit from similar actions.