The purpose of this paper is to provide an overview of concepts for evaluating interpretative programs and to discuss the aspects of interpretive evaluations at natural parks. The paper explains evaluative purposes, types, and timing, discusses interpretive principles, goals, and roles at natural parks, and concludes with a summary of connections between the evaluative concepts and aspects the interpretive evaluations might adopt. The purposes of evaluations determine evaluative types and timing. Thus, considering a purpose plays an important role for evaluations. Interpretive evaluations at natural parks can focus on three dimensions. First, evaluators can assess a link between the interpretive principles and their programs. They can conduct formative evaluations and program process assessments that take place during designing and implementing programs. Second, evaluators can determine a link between the interpretive goals and their programs by means of impact assessments that occur during implementing and after completing their programs. Third, evaluators can examine a link between park management and their programs through needs assessments before designing programs and through efficiency assessments before implementing programs or after completing impact assessments. By conducting evaluations, the quality of interpretation will be enhanced so that more visitors can enjoy interpretation, understand park goals, and assist the agency. Considering interpretive principles in designing a program brings about the accomplishment of interpretive goals.

View full abstract

The purpose of this study was to examine the effect of adventure education program in resident camp on general self-efficacy. Self-efficacy theory asserts that personal mastery expectations are the primary determinants of behavioral change (Bandura, 1977). According to Bandura, people derive their expectations for efficacy through the interaction of four sources of information: performance accomplishments, vicarious experiences (modeling), verbal persuasion, and emotional arousal. This study focused on sources of efficacy information. The subjects in this study involved 17 early adolescents ranged four to nine grade who participated in 14-days adventure education program. The data were collected using two types of instruments. General Self Efficacy (GSE) Scale, which was developed by Narita et al (1995), was administered three times before, immediately after, and one month after the program. The Sources of Efficacy Information (SET) Scale, developed by the author, was measured two times during and after the program.
The following results were obtained: 1) The participants showed significantly increase in GSE scores between before and one month after the program. 2) Both increased of GSE and total score of SEI were significantly correlated. In particular, it was shown that performance accomplishments and vicarious experiences of SEI were significantly correlated to increased of GSE.

View full abstract

The purpose of this study was to develop a soft skill rating scale for camp counselor, which by measuring his behavior will enable them to effectively manage and guide a group in camp.
For this purpose, literature research was conducted on the skills of an outdoor leader and soft skills. The soft skill component of the camp counselor was examined and organized into 5 components: 1) support of the group, 2) instruction, 3) communication, 4) leadership, 5) counseling.
The item on the rating scale was created on the basis of the component. The subjects were 193 people who had camp counselor experience. In the survey, the soft skill rating scale item was selected and the reliability and validity were examined.
The soft skill rating scale consisted of 35 items and 5 factors: 1) group management, 2) counseling, 3) instructional expression, 4) respect for individual, 5) reflection of experience.
Reliability and validity in the test were comparatively high.

View full abstract