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Related Concept Videos

What is Conservation Biology?01:57

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At-Risk Butterfly Captive Propagation Programs to Enhance Life History Knowledge and Effective Ex Situ Conservation Techniques
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Linking knowledge to action in collaborative conservation.

T Bruce Lauber1, Richard C Stedman1, Daniel J Decker1

  • 1Human Dimensions Research Unit, Department of Natural Resources, Cornell University, Ithaca, NY 14853, U.S.A.

Conservation Biology : the Journal of the Society for Conservation Biology
|October 5, 2011
PubMed
Summary
This summary is machine-generated.

Bridging the research-implementation gap in conservation requires strong relationships and dialogue. These social elements enable resource sharing and agreement on objectives, ensuring science effectively informs conservation action.

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Area of Science:

  • Conservation science
  • Policy learning
  • Environmental management

Background:

  • A significant "research-implementation gap" exists in conservation, where scientific findings often fail to inform practical conservation efforts.
  • This gap hinders effective conservation strategies and the optimal use of scientific knowledge in environmental management.

Purpose of the Study:

  • To investigate how scientific information is utilized in collaborative conservation initiatives.
  • To identify factors influencing the availability and application of scientific data in conservation practice.

Main Methods:

  • The study analyzed the implementation of State Wildlife Action Plans across U.S. states.
  • Data were gathered through 60 interviews with government and non-governmental organization representatives, focusing on 6 collaborative initiatives.
  • Interview transcripts and documents were coded to identify factors affecting scientific information use.

Main Results:

  • Tangible factors like funding and labor influenced the availability of scientific information.
  • Less tangible factors, specifically interpersonal relationships and dialogue quality, were crucial for practitioners' willingness and ability to use scientific information.
  • Strong relationships and dialogue facilitated resource sharing and consensus on conservation objectives.

Conclusions:

  • Social learning, characterized by improved relationships and dialogue, is foundational for effective conservation.
  • These social dynamics enable conceptual learning (objective setting) and technical learning (implementation strategies).
  • Addressing the research-implementation gap necessitates fostering collaboration and communication between scientists and practitioners.