Aquatic Stewardship Education in Theory and Practice
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Published By American Fisheries Society

9781888569902

<i>Abstract.</i>— In 1950, Congressman John Dingell (Michigan) and Senator Edwin Johnson cosponsored a piece of legislation that changed the face of fisheries conservation. The Federal Aid in Sport Fish Restoration Act (Public Law 81-681), also known as the Dingell- Johnson Act, allowed excise taxes collected on rods, reels, creels, and artificial baits to be placed into a special account for apportionment to the states. In 1984, the Sport Fish Restoration Act was further strengthened by additional legislation that increased available funds and formed the new Aquatic Resources trust fund. The Wallop-Breaux Amendment, in addition to increasing funds for conservation programs and boating access, allowed states to use up to 10% of the states’ annual apportionment on Aquatic Resources Education. Since 1984, states, nongovernmental organizations and industry have developed numerous programs that engage and educate the public on sound conservation issues that protect and enhance the environment for the next generation. This chapter provides an overview of successful, research-based conservation education programs that augment the overall effort to sustain the fisheries of the United States.


Abstract.—This study provides an overview of the recreational boating industry’s contributions to aquatic stewardship and environmental responsibility. It provides a thorough analysis of the boating industry’s efforts to promote responsible recreation through the promotion of education and outreach programs, the development and marketing of new, environmentally friendly products, and the cooperative efforts of the industry to work in conjunction with state and federal government to institute policies that protect the environment.


<i>Abstract</i>.—MinnAqua, a program of the Minnesota Department of Natural Resources’ (DNR) Division of Fish and Wildlife, educates the state’s youth about angling and aquatic resources. In 2001, MinnAqua began developing a leaders’ guide so educators could carry out MinnAqua activities in their own setting. As part of the development process, a formative evaluation was undertaken to answer two questions: (a) to what extent are MinnAqua’s rewrite guidelines addressed in individual lessons and the leaders’ guide as a whole?, and (b) to what extent does the leaders’ guide meet the educational needs of intended users in both formal and informal education settings? Evaluative feedback was gathered from a variety of individuals over two stages of data collection, with revisions occurring after each stage. During stage one, formal and informal educators pilot tested lessons in their respective educational settings and provided input through surveys, critiques, and focus groups. DNR Fisheries staff also critiqued lessons to ensure the scientific accuracy of the biological information. Stage two involved instructional design experts verifying educational content in the lessons, educational outreach partners commenting on how the leaders’ guide could be used to support their outreach efforts, and an accessibility expert determining how to adapt MinnAqua lessons for use with individuals with physical disabilities. The evaluation results were used to verify the incorporation of the rewrite guidelines, identify ways to strengthen the extent to which the guidelines were addressed, and modify the leaders’ guide to more fully meet educators’ needs.


<i>Abstract.—</i>In this paper, we describe a fishing ethic, conceptualized as Minnesota anglers’ normative beliefs regarding various stewardship behaviors. We use structural equation modeling to determine the extent to which angler’s value orientations, measured along an anthropocentric–biocentric continuum, can be used to predict social norms regarding angling and endorsement or opposition to the use of technological angling aids. Data were obtained from a statewide mail survey of Minnesota anglers conducted in the spring of 2003 (<i>n </i>= 457). Results show a modest, positive relationship between biocentric value orientations and stewardship norms and a modest, negative relationship between biocentric value orientations and support for the use of technological angling aids. Consistent with previous research, our results indicated that norms regarding angling may be positioned along a bio-anthropocentric continuum and support the use of the cognitive hierarchy as a framework for understanding and predicting anglers’ normative beliefs. Results further suggest fisheries managers interested in promoting stewardship could benefit from recognizing the underlying values that help guide our behavior regarding natural resources.


Abstract.—In 2003, more than 69 million people participated in recreational boating in the United States. The tenet that boating activity leads to higher aquatic stewardship ethics is often assumed since heightened environmental sensitivity has been correlated with significant positive contact with the outdoors. However, a direct link between boating and stewardship has not been substantiated. A review of current outreach efforts suggests that measures of boating-related stewardship could include preventing petroleum-based pollution, reducing marine debris, reducing sewage discharges, reducing air pollution, reducing habitat disturbance and physical destruction, and utilizing less harmful chemicals for boating activities. Measures of positive stewardship could also include boater’s involvement in, and support of, government programs and funding that promote these on-the-water behaviors. While these behaviors could be considered outward signs of good stewardship ethics, the motivation behind them would be more difficult to assess, thereby complicating the distinction between actual stewardship and behavior motivated by other forces. However, to the natural resources manager, motivation may not be as important as the resulting behavior, as long as the desired behaviors are sustained over time. A review of behaviors being promoted by the boating community (and applied examples), their utility as measures of aquatic stewardship, and the role of motivations are discussed.


<i>Abstract</i>.—Contemporary definitions of aquatic resource stewardship are a specific expression of ethical themes that humankind has wrestled with for millennia. The foundations for a stewardship ethic can be secular or spiritual. Other chapter contributors discuss a range of the secular foundations (e.g., fishing, boating); we discuss the implications of stewardship ethics rooted in religious traditions. Some fisheries professionals recognize religious–cultural influences on aquatic stewardship, such as those seen in Native American or Asian immigrant communities. But fisheries professionals have commonly ignored mainline Judeo-Christian faith traditions as an ethical basis for aquatic stewardship behavior, despite the fact that those traditions inform ethical development for large numbers of people in North America and that denominations within those traditions have increasingly engaged in stewardship-based environmental education and advocacy. The proposition that religious values often form the basis for a stewardship ethic presents several challenges for fisheries professionals striving to foster stewardship behavior. However, a basic understanding of these religious foundations could contribute to an improved practice of stewardship education, through outreach to a new constituency—faith communities. To illustrate this point, we briefly summarize some of the sources for stewardship found in the biblical corpus. We offer three examples of how Christian stewardship principles are manifest in aquatic stewardship programs delivered by faith communities. Models of partnership between natural resource managers and local faith communities are emerging across North America. In revisiting the ethical bases of stewardship and identifying new opportunities for stewardship education partnerships, we hope to demonstrate one more means by which fisheries professionals can bridge from stewardship education in principle to an effective practice of stewardship education.


<i>Abstract</i>.—Washington State has used education reform best practices to redesign stewardship education. The directors of state natural resource agencies, education associations, businesses, and nonprofits who created the Pacific Education Institute (PEI) provide the leadership. PEI represents a systematic effort to work in the formal education sector using environmental education (EE) standards that align with subject area standards and provide a framework for integrated learning. PEI undertakes education research based on those EE standards to understand student achievement and its relationship to environment- based experiential education. PEI has refined the description of science inquiry to include three types of field investigation with rigorous protocols that will be included in the state’s science tests beginning in 2007. Finally, PEI has fostered a citizen science initiative with NatureMapping to connect the research undertaken by students through field investigation to questions asked by scientists. In partnership, the Washington Department of Fish and Wildlife expects citizen science to contribute to the statewide biodiversity index now being designed. Integral to delivering these opportunities to K– 12 is the university teacher preparation faculty and their work to prepare preservice teachers with these opportunities. The result is school districts now foster stewardship education, contributing to community sustainability.


<i>Abstract</i>.—Patterns of human behavior, consumption, and resource use have contributed to declines in fisheries populations and degradation of aquatic habitat. Recreational anglers and boaters are among the key stakeholders who should be concerned about such changes and empowered to adopt behaviors that minimize adverse impacts on aquatic environments. Definitions of aquatic stewardship should include focus on human behaviors, which may be externally or internally motivated, and contribute to a local, regional, or global impact. The National Outreach and Communication Program, prepared and implemented through the collaborative efforts of the Sport Fishing and Boating Partnership Council and the Recreational Boating and Fishing Foundation, sets forth a vision for increasing sportfishing and boating participation and enhancing aquatic stewardship. Many other government and nongovernment organizations also strive to enhance aquatic stewardship. This proceedings volume results from a symposium on The Theory and Practice of Aquatic Stewardship Education, held at the 135th annual meeting of the American Fisheries Society in Anchorage, Alaska. The goal of the symposium and this text is to advance our understanding of (1) how stewardship is defined in theory and practice, (2) the approaches that are necessary to promote and foster desirable stewardship behaviors, and (3) how measures of aquatic stewardship might be used to evaluate progress toward goals. We emphasize the importance of including both recreational fishing and boating activities in discussions of aquatic stewardship.


Abstract: Fishery management agencies face the potentially opposing missions of fostering participation in consumptive recreational activities (fishing, boating) and, at the same time, managing to maintain, restore, protect, and conserve sometimes fragile fisheries resources. We discuss how two conservation agencies representing states as geographically, biologically, demographically, and climatically different as Florida and Alaska address the challenges of promoting recreational fishing use, while trying to sustain fragile fisheries resources and provide quality fishing opportunities for all types of anglers. In both cases, promotion of recreational fishing within appropriate constraints and with well-tailored outreach and conservation education messages are considered justified and necessary to the future of healthy fisheries and their continuing management.


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