Teaching techniques and goals of environmental youth educators in nonformal settings

Abstract It is important for youth to develop an appreciation for the environments in which they live. Environmental education has long sought to realize this goal. However, we do not fully understand the methods environmental educators use in their programs to achieve this goal. The purpose of this article is to document the teaching techniques and goals of environmental educators who teach youth in nonformal settings in the United States. Our findings indicate the most common teaching techniques focused on (1) asking questions to get youth to think about environmental issues or (2) relating environmental issues to youth's other experiences. Hands‐on experiences were the primary type of learning experiences provided to youth. The goals of environmental educators were to affect (1) impacts on education, (2) students’ learning methods or skills, (3) awareness of nature, (4) environmental literacy, (5) human–nature connection, and (6) social or personal growth.