SummaryCreating and assessing relatively broad conservation education curricula is important when trying to reach a variety of students. We used a curriculum centred around a storybook in 12 schools in four separate areas of Indonesia, reaching 529 students. We visited each school twice, and taught the ecology and importance of the target taxa, Indonesia’s seven threatened slow loris species (Nycticebus spp.). Through cultural consensus analyses and structural equation modelling, we found that students from all regions showed improvements in knowledge, and that the distance from the forest to where children lived, teachers’ use of given education materials, and students’ use of the storybook all affected student performance in drawing and essay accuracy. Here we make suggestions for creating and evaluating multi-site environmental education programmes. We recommend creating curricula that are not inclusive of any particular community; providing teachers with materials to supplement a conservation intervention; giving each child their own copy of any visual materials used in the lessons; following up with students and teachers about the use of such materials; and interviewing teachers and students regarding their experience with and attitudes towards the study subject. Furthermore we suggest practitioners share their materials and have confidence in adapting them for other species and locations.

中文翻译：

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在人口统计学和生物学多样化的环境中测试多地点环境教育计划的功效

总结在尝试接触各种学生时，创建和评估相对广泛的保护教育课程非常重要。我们在印度尼西亚四个不同地区的 12 所学校使用以故事书为中心的课程，惠及 529 名学生。我们参观了每所学校两次，并教授了印度尼西亚七种受威胁的慢懒猴物种目标分类群的生态学和重要性（夜视巴士种）。通过文化共识分析和结构方程模型，我们发现各个地区的学生在知识方面都有所提高，森林到儿童居住地的距离、教师对特定教材的使用以及学生对故事书的使用都受到影响。学生在绘画和论文准确性方面的表现。在这里，我们为创建和评估多地点环境教育计划提出建议。我们建议创建不包含任何特定社区的课程；为教师提供材料以补充保护干预措施；给每个孩子自己的课程中使用的任何视觉材料的副本；就此类材料的使用情况与学生和教师进行跟进；采访教师和学生，了解他们对学习科目的体验和态度。此外，我们建议从业者分享他们的材料，并有信心将它们用于其他物种和地点。