CHRISTINE NEGRA and ROBERT

Data collected through a sun-ey of \isitors to the \'ennont state park system were used to deftne a range of emironmental beha\ior, ethics, and values exhibited by park \isitors. These data were used to develop principles for designing park-based en\lronmental education programs. The study findings suggest that such programs should emphasize points of commonality among park \isltors, present en\lronmental messages through diverse topics and acti\lties, and address relative!) homogeneous subgroups of park \isltors, such as those found in this study. are some of the few remaining relatively undisturbed natural places that enable people to experience an alternative to degraded environments; and (d) provide unique opportunities for environmental learning as locations where people spend their leisure time and seek out new experiences. Sociological research can help park-based educators understand their audience and design programs that communicate effectively about environmental issues. The shon duration and lack of follow-up inherent in park-based educational experiences demand caution among educators who want 10 develop a connection with their audience. Imposing inappropriate ideas and expectations that conflict with listeners' values and beliefs may jeopardize communication. By defining the range of environmental behaviors, beliefs, and values that park visitors exhibit and by identifying relatively homogeneous groups of people based on these characteristics, park-based educators can strive more effectively in their programs to present stimulating and challenging ideas without inducing counterproductive ideological confrontation. nvironmental learning occurs in many forma] and non.J fonna] context~, ranging from school-based environmental curricula to mass media consen'8tion education. An individual's set of environmemaJ beliefs and behavior~ ~flects the integration of these learning experiences. In this study. we used sociological ~search to clarif)' the contribution that state parks can make to nonfonnal environmental education. Parks should be a central component of any comp~hensive strategy for fostering environmentally ~sponsible behavior because they (a) ale places where' people may develop increased concern for nature' through contact with natural environments; (b) p-ovide opponunities for learning about natural systems. which may increase awarenes~ of how natu~ is threatened by human actions; (c) Christine Negra is a graduatl' research assistant. and Ro~" E. Manning is a professor in the School of Natural Resources at the Universif)' of~rmont in Burlington.