Ecological sciences, like other science fields, are being flooded by massive and diverse sources of information and data. This is valuable to address pressing socio-environmental issues, but it is not sufficient. Communication, participation, and education, are also essential to socially process ecological information. Interpretive trails and signs offer a unique opportunity to address this social component in the context data revolution. Interpretive signs provide “conceptual lenses” that mediate and orient public understanding of ecological information, at the same time that foster social engagement. In this study we examine signage on recreational parks and trails in South America, sub-Antarctic Chile, and North America, in Texas . Between December 2018 and May 2020 we are assessing: (1) the extent to which the signs’ language invited interaction and independent thinking between visitors and ecosystems, and (2) whether or not signs that encourage independent actions and/or thinking contain language that suggests a hierarchy between protected area staff and visitors—particularly through the umands. After these questions, we analyzed whether or not the signage promoted ethical behavior, increased ecological knowledge, or both.
Results/Conclusions
In Chile we identified 138 signs. Most of them focus on species names, and only 37 of the signs encouraged visitors to engage in active inquiry or other ways of interaction with local biodiversity. Four signs (3 %) encouraged visitors to ask questions, other four to investigate their surroundings, and six (4.5%) encouraged reflection. In Texan parks and trails, interpretive trail signs also focus on information about species. Hence, they catalyze a passive behavior on visitors. These findings are similar to trends detected in formal education, based on a hierarchical role of active teachers who provide information to passive students. Paulo Freire criticized this model of educational “banking” 50 years ago. To counteract this model in formal and non-formal education in protected areas and other areas, in Latin America Peter Feinsinger has developed the schoolyard ecology program based on ecological inquiry, and Ricardo Rozzi has developed the Field Environmental Philosophy (FEP) methodological approach that introduces a 4-step cycle including composition of metaphors, narratives and field activities, and worldwide Matthew Lipman’s Philosophy for Children (P4C) offers a model for engaging visitors ethically to the environment. Interpretive signs that pose questions open opportunities to improve ecological knowledge among children and non-college adults.