Conservation priorities for elementary school students: Neotropical and European perspectives

Rosalino, Luís Miguel; Gheler‐Costa, Carla; Santos, Gláucia Maria Costa; Goncalves, Marisa; Fonseca, Carlos; Leal, Ana I.

doi:10.1007/s10531-017-1380-2

Cited by 11 publications

(26 citation statements)

References 63 publications

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“…Therefore, investments in early childhood education are fundamental to the appreciation of wildlife in subsequent stages of life [2, 4, 8]. In this sense, emphasis is on the role of formal biological education for enabling the comprehension of these initial categorizations, as processes of biological literacy, for fundamental changes in behaviors regarding issues of biodiversity [3, 4, 9–11].…”

Section: Introductionmentioning

confidence: 99%

Wild vertebrates and their representation by urban/rural students in a region of northeast Brazil

Oliveira

Lopes

Barboza

et al. 2019

J Ethnobiology Ethnomedicine

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BackgroundRecognition of the diversity of living beings, including the classification and naming of species, is a fundamental condition for biological literacy with the aim of developing critical awareness of human relationships with nature, and for which formal education plays an important role. The present study aimed to analyze the representation that urban/rural students have for wild vertebrates and their main sources of knowledge.MethodsData collection took place in three public schools, one urban and two rural, in the municipality of Campina Grande, Paraíba, Brazil. Questionnaires were given to 990 students (528 urban and 462 rural), distributed among all the grades that comprise middle school (Ensino Fundamental II, grades 6–9) and high school (Ensino Médio, grades 10–12) education.ResultsA total of 5877 citations were mentioned by the students, which corresponded to 224 distinct animals with 166 (72.0%) being wild vertebrates, 24 (25.7%) being domestic vertebrates, and 34 (2.3%) being invertebrates. Mammals and reptiles had the greatest observed richness of citations, while mammals (H′ = 3.37), birds (H′ = 2.84), and invertebrates (H′ = 2.94) had the greatest diversity. Positive correlations were found between citations of wild vertebrates and family income (rt = 0.06; P < 0.05) and curricular development (rs = 0.08; P < 0.01); negative correlations were found between curricular development and citations of domestic animals (rs = − 0.22; rs = − 0.11 P < 0.01) and between age group and citations of invertebrates (r = − 0.14; rs = − 0.11 P < 0.01). As for the sources of knowledge regarding the animals indicated by the students, “media,” “daily experiences,” “tradition” (here understood as knowledge resulting from interactions with parents and experienced community members), and “formal education” stood out.ConclusionsComprehension of vertebrate diversity is a fundamental condition for the development of attitudes compatible with its conservation, which emphasizes the importance of biological literacy in achieving this purpose.

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Section: Introductionmentioning

confidence: 99%

Wild vertebrates and their representation by urban/rural students in a region of northeast Brazil

Oliveira

Lopes

Barboza

et al. 2019

J Ethnobiology Ethnomedicine

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“…the estimation of how costs will change as a result of time preferences and a temporal lag in the distribution of burdens (Stern, 2008;Gladwin et al 1995;Gómez-Baggethun et al 2010;Luck et al 2012)). Studies have analysed, for example, perceptions of biodiversity held by children in Brazil (Rosalino et al 2017) and forest values in New Zealand (Bayne et al 2015). Rosalino et al (2017) discussed the effect of contextual factors, for example socio-economic background, exposure to different media sources, and parental attitudes, on children's attitudes towards conservation.…”

Section: Temporal and Contextual Linkagesthe Case Of Intergenerationamentioning

confidence: 99%

“…Studies have analysed, for example, perceptions of biodiversity held by children in Brazil (Rosalino et al 2017) and forest values in New Zealand (Bayne et al 2015). Rosalino et al (2017) discussed the effect of contextual factors, for example socio-economic background, exposure to different media sources, and parental attitudes, on children's attitudes towards conservation. By comparison, Bayne et al (2015) studied the awareness of children on different aspects of value provided by forests.…”

Section: Temporal and Contextual Linkagesthe Case Of Intergenerationamentioning

confidence: 99%

Values held by Swedish primary school students towards forest ecosystems and the relevance for a nature’s contributions to people approach

Goodwin

Brogaard

Krause

2019

Ecosystems and People

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How the concept of value is defined within ecosystem services operates as a filter through which important ecosystem features are identified by the specific benefits they provide to society and individuals. This value narrative reflects intrinsic and instrumental concepts which have been challenged by the Nature's Contributions to People approach in additionally highlighting the importance of relational values, stemming from socio-cultural and ethical dimensions of human relationships with nature and ecosystems. Perceived as important for the interface between ecosystems and society, relational values are yet to be operationalised in ecosystem assessment processes. This study addresses how this can be done by using a mixed-method approach encompassing quantitative and qualitative data and methodologies. Our study focuses on how school children aged 10-12 years in Sweden (n = 403) value forest ecosystem services, and further hints at the contextual factors that mediate their value perception. Children are an important demographic for reasons of intergenerational equity, and because of the temporal inertia of intensively managed forest ecosystems in Sweden. Our results show that students display complex notions of value encompassing intrinsic, instrumental and relational values alike, highlighting the importance of a broader discussion on the valuation of ecosystems through mixed methods approaches.

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“…In the Brazilian Pantanal, elementary school students from riverside schools presented a heterogeneous array of attitudes and knowledge towards felines, with bigger species being more feared (Porfı´rio et al 2014). Even wider geographical approaches have been implemented, showing that elementary school students from rural Brazil are more prone to have a proconservation attitude than those from Europe (Portugal) and urban regions (Rosalino et al 2017). However, to our knowledge, no study has yet focused on the conservation attitudes of Neotropical university students, especially those undertaking biology courses.…”

Section: Introductionmentioning

confidence: 99%

“…that student pro-conservation values are determined by: (1) a student's individual characteristics (e.g. Rosalino et al 2017); (2) parents' education level (e.g. Rosalino and Rosalino 2012); (3) nature-related experiences (e.g.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of nature conservation by future biologists attending private universities in São Paulo State, Brazil

Gheler‐Costa

Soncksen

Santos

et al. 2018

Ecological Research

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As conservation agents, biologists play a central role in nature preservation as information‐gatherers, promoters of environmental education, lobbyists, and members of societies. Consequently, it is important to understand what factors determine their attitudes towards conservation. We aimed to assess which taxa and recovery measures students from biology core courses consider priorities for conservation and to determine the value students associate with conservation compared to other topics. We asked students (n = 122) from two private universities in São Paulo State, Brazil to fill out an anonymous questionnaire. They highlighted rarity, vanishing habitats and endemism as important criteria in prioritizing species. Carnivores were identified as the most threatened mammals and habitat recovery was deemed to be the most efficient conservation action. Students valued healthcare, cultural heritage and science over conservation. Our results reveal a two‐sided perspective of conservation among students from biology core courses; they possess knowledge of conservation issues but are greatly influenced by anthropocentric and utilitarian views of nature.

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Conservation priorities for elementary school students: Neotropical and European perspectives

Cited by 11 publications

References 63 publications

Wild vertebrates and their representation by urban/rural students in a region of northeast Brazil

Wild vertebrates and their representation by urban/rural students in a region of northeast Brazil

Values held by Swedish primary school students towards forest ecosystems and the relevance for a nature’s contributions to people approach

Perceptions of nature conservation by future biologists attending private universities in São Paulo State, Brazil

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