Discusses five major issues confronting environmental interpretation. Also addresses eight major topics that interpreters must clarify and on which action must be taken: (1) the definition of the field; (2) philosophy; (3) audience; (4) site or setting; (5) organization; (6) communications delivery system; (7) education; and (8) research. (JN)

Reviews some differences in the educating approach of environmental education and environmental interpretation and the cognitive processes involved. Also presents an interpretive field study based on the cognitive processes reviewed. The study evaluated the ability of 150 users of forest trails to recognize interpretive messages experienced during…

Addresses challenges facing many developing countries in establishing and maintaining a comprehensive natural resource management policy when environmental conservation takes a back seat to agricultural production. Examines current environmental education and interpretation efforts in the Dominican Republic and offers suggestions for developing an…

Describes some of the interpretive developments underway in Sweden. Discusses some programs in both natural and cultural interpretation. Calls for increasing the purpose and content of heritage preservation and conservation to the general public. (TW)

Summarizes the findings used in developing a directory of interpretive curricula in colleges and universities in the United States and Canada. Reports on the numbers of schools offering courses, majors, specializations, and degrees in interpretation, as well as the texts, and the areas of content that are emphasized in the curricula. (TW)

Shows how the integration of interpretive programs with school science curricula can strengthen the power and relevance of science education, while increasing the scientific depth of environmental programs. Curriculum resources, need for interpretive resources, role of interpreters, and evaluation/development strategies are addressed. (JN)

Reports on a study into the awareness of conservation issues, and the enhancement thereof, as a result of visiting interpretive facilities in three South African nature reserves. Results indicate a statistically significant increase in awareness at all three reserves, although the levels of awareness were low. (TW)

Discusses the development and formal thrust of an environmental education program. Indicates that efforts have resulted in a viable learning process which transcends the traditional nature study program. Describes a learning continuum of activities focusing on concepts, values, and problem solving skills, organization of the system, future…

Provides a chronology of some of the nationally and regionally significant events which relate to the development of interpretive programs in Canada from 1789 through 1985. Includes the establishment of facilities, creation of organizations, important legislation, and honors to individuals and groups. (TW)