The natural and cultural resource survey have been collected as the foundation and information for program planning from the establishment of the first Nature Center in 2007. Diversified theme programs including biodiversity, forestry culture, environmental aesthetics, water resource protection, environmental ethics, energy saving and carbon deduction are developed for different learners and found sharing mechanism by physical (achievement sharing and interactive meeting) or virtual space (social media interaction, online data base and essays on “Forest News”) to share common program resources and teaching achievements within centers.

To combine environment monitoring with program design in 8 Nature Centers, Chinese Society for Environmental Education has targeted students over 11 years old and adults on designing scientific study programs and fostering both interest and ability to carry out independent study and active discovery through the process of hypothesis, survey, proof and analysis since 2011. The scientific study results from each center are not only used as feedback for administrative authorities but is introduced to schools and families to live up to environmental monitoring in daily life and carry out the concept of “mutual citizen management on environmental resources” and therefore learners are able to treasure the forest and territory.

Objectives of the scientific study programs are to foster scientific attitude and introduce scientific methods. The scientific attitude is about discarding bias and recognizing only facts and evidence. As to the scientific methods, there are 3 focuses: facts, hypothesis and proof. The first step is to identify specific question and study each aspect and every certain fact by thorough investigation, measurement and observation. The second step is to suggest hypothetical solution on specific question which is also known as hypothesis based on personal experience and knowledge. Imagination is also required to assume certain outcome from each hypothesis and whether the outcome can indeed solve the problem. The third step is to manipulate logics and experiment including comparative method, variable method and simulation method (indirect experiment) to verify whether hypothesis is a reliable fact or not. Learners can make the most of their curiosity, imagination, collected data, teamwork, scientific attitude and method to solve the problem in the diversified natural environment as a free and independent spirit.

There are 2 ongoing co-monitoring projects by learners of 8 Nature Centers：

• Complete enumeration in plantation permanent samples
• Hydrology resource study in plantation permanent samples

All natural resources including forest are public property which often faces managerial challenges such as privatization issues and the dilemma that everyone has opinion but none manages. The core cause among the managerial challenges on public property is the cognitive and behavioral divergence between “public owners” and “public managers” whereas one of the solutions, the objective of this case, is to raise public awareness toward resource management. When the public managers share closer value and attitude, the managerial objectives can more likely be achieved under the premise of sustainable development.