Developing Great Lakes Literacy and Stewardship through a Nonformal Science Education Camp

Abstract

Informal science education has received great attention nationally in recent years, however little has been included in the research or policy literature regarding camps as contexts for informal learning. This article first describes how a Great Lakes water resource education camp is based upon professional definitions of informal, nonformal and formal education. Next, we describe specific details of our long-running Michigan 4-H Great Lakes and Natural Resources Camp designed to foster teen leadership and watershed stewardship. The Camp utilizes research-based best practices in nonformal science education, Place Based Education, Great Lakes Literacy education, and environmental education, as we demonstrate through detailed literature review. We also provide details of quantitative impact evaluation conducted between 1999 and 2012 and involving over 700 youth participants. Youth received pre-Camp and immediate post-Camp surveys. The Camp had a positive impact on teens' Great Lakes literacy, place attachment, and stewardship intentions. We conclude with recommendations for designing nonformal water literacy education, based on guidelines from the National Research Council and from our experiences, to enhance whole-person development and deep learning through nonformal camp-based programs.