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Linking Ecotourism in Management of Botanic Garden: Social Innovation of Purwodadi BG of East Java, Indonesia
Abstract
Botanic gardens are institutions holding documented collections of living plants for the purposes of scientific research, conservation, display, and education [1]. In Indonesia, the Presidential decree No. 93 the year 2011 mentioned five functions of Botanic Garden, namely conservation, research, education, tourism, and environmental services. This study seeks to find out whether the management of botanical gardens that have been running so far can develop networks by applying social innovation to build awareness of the importance of plant conservation so that it can change the view of many people about botanical gardens as just a garden. This paper addresses ecotourism as a template to accommodate botanic gardens' functions equally. The three pillars of ecotourism, the sustainability of ecology, economy and social care are kept by the management but add on one element, namely social networking [2]. Within those pillars, the management of Purwodadi Botanic Garden improves the educational programme. This study examines both qualitatively and descriptively the efforts of the Purwodadi Botanic Garden. The result is obtained networking in ecotourism management is very important to achieve the function of botanic garden equally as well as reaching of the principle of ecotourism. The experience of the Purwodadi Botanic Garden Management, maintaining networking with other stakeholders through social innovation is one of crucial success.
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Botanical gardens are often designed with biological deliberations in mind, such as the need to preserve biodiversity. As in other community acts, functionality is also an important concern. In contrast, the need to connect with human values, such as tolerance, care or justice, and the facility to provoke interaction, reflection and discussion are often sidelined. More broadly, the social and educational aims of these institutions are often placed second in the design priorities, even though they are emphasized strongly in formulations of the underlying purpose and intentions. From an educational perspective, the interplay between emotions and cognition has an important influence on the visitor learning experience. In this paper, we elaborate on this interplay and we explore possible implications (a) for the design of botanical garden spaces, but also (b) for the formative process that emerges from the convolution of garden spaces, visitor expectations and interactive activities for teaching and learning. We introduce the term useful botanical garden and, through analysis, we develop a theoretical framework that provides a cognitive approach for the educational design of botanical gardens drawing on three dimensions: Sensibility (refering to those features of the design of botanical garden spaces that serve to create a sense of welcoming comfort, safety and homeostasis). Functionality (features of the garden spaces that scaffold interactions and cognitive processes). Rationality (refering to the facility of visitors to reflect on six values-care, fairness, loyalty, authority, sanctity, and liberty-and how they relate to the elements present in the botanical garden). We illustrate this model with reference to a range of botanical gardens. We elaborate on how these factors work together to highlight the educational features of botanical gardens and also discuss the implications of this model for the design of activities and educational experiences as well as for teacher preparation and professional development in the service of promoting environmental insight.
Engage, educate and raise public awareness of the importance of plant diversity is the means through which plant conservation can be achieved. The Global Strategy for Plant Conservation (GSPC) is a programme to halt the loss of plant diversity and recognize botanical gardens as a partners. This paper investigates the implementation of targets 14 and 15 GSPC in Brazilian botanic gardens specially in education and awareness about plant diversity and trained people. A survey was carried out on the institutional websites of 21 gardens registered in the National System of Botanical Gardens Registration to identify actions that follow the guidelines of these two targets. Websites outdated, difficult access and lack online resources for the public shows us that internet tools are poorly used to divulgation. The target 14's activities performed in most gardens are educational visits and environmental interpretation and explore collections in situ and ex situ from representative species of regional flora. Trained people is held in all gardens but some stand out as important research centers and graduate programs. Despite the efforts Brazilian botanical gardens need improve the public communication and develop strategies to measure the targets progress.
The Global Strategy for Plant Conservation (GSPC) with its 16 outcome-orientated targets aimed at achieving a series of measurable goals was adopted by the Conference of the Parties to the Convention on Biological Diversity (CBD) at its sixth meeting (COP-6) in 2002. In 2010, at COP-10, these targets were updated, taking into account progress at the time. To date, a number of countries have developed national responses to contribute to the GSPC, including several mega-diverse countries and other plant rich countries and regions. Additionally, a number of global initiatives have been established to promote the implementation of the GSPC. This paper provides an overview of progress at the global level towards the GSPC targets, highlighting actions that have taken place at a supra-national level, as well as providing examples of good practice in national implementation. The GSPC has been widely adopted, particularly by the botanic garden community, and while unlikely to achieve its ultimate goal of halting the loss of plant diversity by 2020, has achieved many successes, not least in allowing and facilitating many individuals and organisations from the botanical community to engage with the CBD and to contribute to the achievement of its objectives, targets and priorities.
Plant diversity is currently being lost at an unprecedented rate, resulting in an associated decrease in ecosystem services. About a third of the world's vascular plant species face the threat of extinction due to a variety of devastating activities, including, over-harvesting and over exploitation, destructive agricultural and forestry practices, urbanization, environmental pollution, land-use changes, exotic invasive species, global climate change, and more. We therefore need to increase our efforts to develop integrative conservation approaches for plant species conservation. Botanical gardens devote their resources to the study and conservation of plants, as well as making the world's plant species diversity known to the public. These gardens also play a central role in meeting human needs and providing well-being. In this minireview, a framework for the integrated missions of botanical gardens, including scientific research, in/ex situ conservation, plant resource utilization, and citizen science are cataloged. By reviewing the history of the development of Kunming Botanical Garden, we illustrate successful species conservation approaches (among others, projects involving Camellia, Rhododendron, Magnolia, Begonia, Allium, Nepenthes, medicinal plants, ornamental plants, and Plant Species with Extreme Small Populations), as well as citizen science, and scientific research at Kunming Botanical Garden over the past 80 years. We emphasize that Kunming Botanical Garden focuses largely on the ex situ conservation of plants from Southwest China, especially those endangered, endemic, and economically important plant species native to the Yunnan Plateau and the southern Hengduan Mountains. We also discuss the future challenges and responsibilities of botanical gardens in a changing world, including: the negative effects of outbreeding and/or inbreeding depression; promoting awareness, study, and conservation of plant species diversity; accelerating global access to information about plant diversity; increasing capacity building and training activities. We hope this minireview can promote understanding of the role of botanical gardens. © 2018 Kunming Institute of Botany, Chinese Academy of Sciences
Increasingly, humans are an urban species prone to ‘plant blindness’. This demographic shift and situation has implications for both individual and collective perceptions of nature, as well as for addressing ‘ecophobia’ and encouraging ‘biophilia’ through education. Contemporary humanity occupies a world in which extensive physical change, both in the landscape and its related organisms, is occurring . Education-related debates on these issues links to the noted phenomenon of a ‘bubble wrap generation’ growing up within ‘nature-deficit’ childhoods in ‘megalopolitan cities’. Indeed, some commentators consider that 'nature has already disappeared' and exists only in protected spaces. Such perceptions have consequences for education in ‘presented world’ settings such as zoos, botanic gardens and natural history museums. This editorial, and its associated collection of papers, considers the critical relationships between nature, culture and education in contemporary botanic gardens and the ways in which visitors navigate their journeys, as demonstrated by research.
The strength and expertise that botanic gardens bring to conservation are based on their detailed knowledge and understanding of the care, management, and biology of a diversity of plant species. This emphasis on the organism has led to many ex-situ and in-situ conservation programs aimed at protecting endangered species, restoring threatened populations, and establishing living plant and seed collections of endangered species. In China, the scale and pace of change in land and resource use, often leading to environmental degradation, has created a strong emphasis on improving environmental conditions. If done properly, being “green” can be a surprisingly complex issue, because it should encompass and exploit the whole of plant diversity and function. Unfortunately, ‘green’ often includes a small portion of this whole. Earth's rich plant diversity presents considerable opportunity but requires expertise and knowledge for stable and beneficial management. With the dawning of the Anthropocene, we should strive to live on a “Garden Earth”, where we design and manage our environments, both built and natural, to create a healthy, beneficial living landscape for people and other organisms. The staff of botanic gardens worldwide and the living collections they maintain embody the best examples of sustainable, beautiful, and beneficial environments that thrive on plant diversity. This expertise should be a fundamental resource for agencies in all sectors responsible for managing and designing “green” infrastructure. Botanic gardens should actively engage and contribute to these opportunities, from large public infrastructure projects to small private conservation efforts. Here, we discuss several ongoing conservation efforts, primarily in China, and attempt to identify areas where botanic gardens could make a significant and meaningful difference.
Botanic gardens often highlight public education as a priority. Increasing knowledge about biodiversity conservation is a frequently stated aim of environmental education. This is often based on the assumption that increasing knowledge may generate positive environmental attitudes. We investigate the relationship between knowledge and environmental attitudes and whether visits to botanic gardens alter visitors’ ecological knowledge and environmental attitudes. We surveyed 1054 visitors at five UK botanic gardens, half of whom were interviewed on entry and half leaving. Our results suggest a strong positive relationship between knowledge and attitudes, although we are unable to disentangle cause and effect. We show botanic gardens have little influence on knowledge, however environmental attitudes are more positive amongst those leaving a botanic garden. This study presents the first quantitative evidence showing botanic gardens can positively influence visitors’ environmental attitudes. With over 300 million visitors a year globally, botanic gardens have the potential to greatly improve knowledge about, and attitudes towards plant conservation. Evaluating the influence botanic gardens may have on visitors can be useful both in demonstrating to funders the contribution they make, and to allow learning and development of approaches to maximise the benefits of environmental education schemes in botanic gardens.
This paper describes a pre-service chemistry teacher in her senior year at the university, who attended an environmental education (EE) course, in which within a project assignment, she studied her peers’ and other college students' conceptions of the swamps in Israel. In her study she discovered that the students held naive conceptions about the swamps as filthyhazardous places that must be drained for improving the public health. A visit to the swamp, which included observations and investigation of its water quality, caused a conceptual change that allowed the students to understand the ecosystem better and to re-assess their pre-conceptions. The pre-service teacher, who was at the focus of this study challenged her own and her colleagues conceptions and used the conceptual change as a lever for her own professional growth as an environmental educator. Her project provides a better insight on pre-service environmental education experiences. The changes that the prospective teacher identified are discussed in the context of constructivist learning and teaching in EE, suggesting that pre-service training in EE must include actual outdoors learning experiences, which allow students to challenge previous knowledge and practice effective teaching methods. [Chem. Educ. Res. Pract.: 2004, 5, 127-142]
INTRODUCTION Ecotourism projects must go beyond prevailing notions of "the overlap between nature tourism and sustainable tourism" 1 to en-compass the social dimensions of productive organization and environmental conservation. Ecotourism must do more than create a series of activities to attract visitors, offering them an opportunity to interact with nature in such a way as to make it possible to pre-serve or enhance the special qualities of the site and its flora and fauna, while allowing local inhabitants and future visitors to con-tinue to enjoy these qualities. They must also establish a durable productive base to allow the local inhabitants and ecotourist service providers to enjoy a sustainable standard of living while offering these services. The study of ecotourism offers many opportunities to reflect on the importance of sustainability, and the possibilities of implement-ing approaches which move us in a new direction. But it also sug-gests that there are significant obstacles. Overcoming these obstacles requires more than well-intentioned policies; it requires a new correlation of social forces, a move toward broad-based democratic participation in all aspects of life, within each country and in the concert of nations. Strategies to face these challenges must respond to the dual challenges of insulating these communities from further encroachment and assuring their viability. The obstacles are an integral part of the world system, a system of increasing duality, polarized between the rich and poor nations, regions, communities, and individuals. A small number of nations dominate the global power structure, guiding production and deter-mining welfare levels. The remaining nations compete among them- ABSTRACT Ecotourism, to be successful, must promote sustainable development by establishing a durable productive base that allows local inhabitants and ecotourist service providers to enjoy rising standards of living. An ecotourist project must incorporate the social dimensions of productive organization and environmental conservation. Based on the experience of the overwintering reserves of the Monarch Butterfly in west-central Mexico, we suggest that unless ecotourism actively incorporates the local society into service planning and provision, and includes programs to meet the fundamental needs for income and employ-ment for all people in the region, the special qualities of the site and its flora and fauna may be irreparably damaged.
The purpose of this study is to evaluate opportunities of the region of Suğla Lake located in Turkey for community-based ecotourism development that enable sustainable landscape and natural resource management as well as livelihood diversification. A participatory research approach was applied by participation of a diverse number of stakeholders (e.g. local communities, local and central governmental bodies and researchers). A set of participatory research tools (e.g. interviews and field surveys), SWOT analysis and the method of Ecotourism Opportunity Spectrum (ECOS) were used to collect and evaluate relevant data. The study consists of four sections. The first section focuses on SWOT analysis by which the advantages and disadvantages of the study area for ecotourism development were examined. In the second section, the most suitable villages for ecotourism development were examined by adapting the method of ECOS based on the 18 parameters by using 1–4 score system. Accordingly, the most suitable five villages for ecotourism development were determined. Major natural and cultural ecotourism resources (e.g. diversity of landforms, spectacular landscapes and traditional lifestyle) of the study area were examined in the third section. In the fourth section, the ecotourism-based livelihood and relevant core capitals were evaluated according to 1–4 score system for the five villages. We hope that the outcomes of this study can draw attention of planners and policymakers to the role of ecotourism for sustainable landscape and natural resource management as well as livelihood diversification in the region and elsewhere.
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