The purpose of the study was to investigate the experiences of children participating in the first earth education programme to be implemented in the Czech Republic. The Earthkeepers programme was offered at a residential environmental education centre over a 2-year period. Participants were school children ages 10 to 13.

The research questions were:

1)     How did participating children and their teachers view their participation in the Earthkeepers programme?

2)     What were the effects of the Earthkeepers programme on the ecological understandings, environmental values and attitudes, and personal environmental actions of the participants?

3)     How do the results compare to those of Earthkeepers programmes in other countries?

Earthkeepers (Van Matre & Johnson, 1988) is designed to help children construct understandings of fundamental ecological understandings; including energy flow, materials cycling, interrelationships, and change; deepen feelings of connection to the natural world; and work on changes to lessen their impacts on and enhance their connections with the systems of life. The program is crafted as a “magical learning adventure” that begins with a 3-day and 2-night springboard experience in a natural area at a residential centre away from school and continues back in the classroom and at home through the rest of the school year (Wohlers & Johnson, 2003).

Ecological understandings in Earthkeepers are taught using the Inform-Assimilate-Apply learning model (Van Matre, 1991). Simply giving people information about ecological concepts is not enough. They must also be given opportunities to assimilate what they learn, constructing their own understandings through personal experiences, and to apply that learning, using it in their own lives. 

The Model of Ecological Values (Bogner & Wiseman, 2006) provides the framework for values and attitudes. Instead of assuming that values and attitudes will automatically change when learners are presented with new knowledge or have an opportunity to spend time in a natural area, earth education programmes such as Earthkeepers have specific components dedicated to helping the learners examine their relationship with the natural world. This work begins with first-hand experiences in natural places, experiences that are carefully designed to break down the barriers that often keep people from truly connecting to nature and to provide positive interactions with the elements of life.

Ultimately, understanding the ecological systems that support all life and feeling a personal connection to these systems assists people in understanding environmental issues and making decisions about their personal actions related to them. The “follow-though” portion of the program back and school and home asks participants to adopt new habits to use less energy and fewer materials and to build on their connections nature through further experiences in natural places and written reflections their relationship (Felix & Johnson, 2013). To complete the programme, participants must undertake these actions on a regular basis, enough that they become habits that will continue.

The present study set out to examine the first two years of Earthkeepers in the Czech Republic. Of particular interest are the reactions of participants, including students and their teachers, to the programme. What was the experience like for them? Did they view it as a “magical learning adventure”? Other important aspects of the study looked at the effects of Earthkeepers on participants, particularly on their ecological understandings and environmental values and attitudes. Finally, the study looked at how the experience compares to the experiences of those who have participated in Earthkeepers in other countries.

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