Environmental Knowledge of Elementary School Students in Greece

Paraskevopoulos, Stefanos; Padeliadu, Susana; Zafiropoulos, Kostas

doi:10.1080/00958969809599119

Cited by 45 publications

(27 citation statements)

References 18 publications

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“…Student's learning outcome in the environmental subjects which are designed in the current context for undergraduate architecture students are more relevance towards environmental knowledge which is in line with Blooms Taxonomy educational objectives. This study is in congruent with [7], observed that student's environmental knowledge is influenced by their immediate involvements and by the content of books they use in Greece. Surprisingly, earlier findings [6] reported low level of environmental knowledge among high school students in national survey in United States.…”

Section: Discussionsupporting

confidence: 68%

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Sustainability knowledge using “AKASA” model among architecture students from Klang Valley private universities, Malaysia.

Kuppusamy¹,

Khamidi²,

Sheng³

et al. 2017

IOP Conf. Ser.: Mater. Sci. Eng.

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Abstract. The study intend to investigate sustainability knowledge using "AKASA" model. This model comprises all the literacy level which is the awareness, knowledge, attitude, skills and action. 234 students from 5 selected private universities were surveyed using questionnaires. Students were specifically selected from year 2 and year 3 from private universities in Klang valley, Malaysia. The study intends to investigate the environmental literacy level specifically the knowledge variable. The parametric study was conducted with descriptive analysis and the results shows that the environmental knowledge is at high level compared to other environmental literacy variables among year 2, year 3 and combine year 2 and year 3.

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Section: Discussionsupporting

confidence: 68%

“…As reported in [6], low level of environmental knowledge from 10 th to 12 th grade among high school students in national survey in United States. Environmental knowledge of children is influenced by their immediate experiences and by the content of books they use in a study of elementary school students in Greece [7].…”

Section: 1mentioning

confidence: 99%

Sustainability knowledge using “AKASA” model among architecture students from Klang Valley private universities, Malaysia.

Kuppusamy¹,

Khamidi²,

Sheng³

et al. 2017

IOP Conf. Ser.: Mater. Sci. Eng.

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“…Pupils' knowledge about native animals and plants has been found to be inconsistent (Strommen, 1995) or even limited (Paraskevopoulos, Padeliadu, & Zafiropoulos, 1998). Moreover, it seems that pupils are more interested in pets or garden plants than in wild animals and plants (Paraskevopoulos et al, 1998;Lindemann-Matthies, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, it seems that pupils are more interested in pets or garden plants than in wild animals and plants (Paraskevopoulos et al, 1998;Lindemann-Matthies, 2005).…”

Section: Introductionmentioning

confidence: 99%

Ability of Slovakian Pupils to Identify Birds

Prokop

Rodák

2009

EURASIA J MATH SCI T

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A pupil's ability to identify common organisms is necessary for acquiring further knowledge of biology. We investigated how pupils were able to identify 25 bird species following their song, growth habits, or both features presented simultaneously. Just about 19 % of birds were successfully identified by song, about 39 % by growth habit, and 45 % of birds were identified when pupils were allowed to hear their song and to see their growth habit simultaneously. Statistically significant correlation was found between visual and acoustical identification success which suggests that these two stimuli have an additive effect. This study provides direct support for the use of visual and acoustic features of animals when learning about birds in biology lessons.

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“…Several studies have shown that both children and adults know best (and like most) pets such as cats and dogs, large and charismatic vertebrates such as dolphin, koala or panda (Bell, 1981;Morris and Morris, 1966;Entwistle and Dunstone, 2000;Kellert, 1985;Nates et al, 2010;Woods, 2000), and showy gardens or decorative plants with large, colorful and fragrant flowers such as roses (Lindemann-Matthies, 2005;Paraskevopoulos et al, 1998;Scherf, 1988).…”

Section: Introductionmentioning

confidence: 99%

Students' familiarity and initial contact with species in the Monte desert (Mendoza, Argentina)

Campos

Greco

Ciarlante

et al. 2012

Journal of Arid Environments

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This study investigates how familiarity and initial contact with species can be explained by social-demographic variables in an arid environment of Argentina. Our main objectives were to investigate which species children are familiar with, and analyse the effect of place of residence, sex and age on students' knowledge and initial contact with species. In total, 1746 students between 7 and 18 years old participated in the study, from 25 urban and 19 rural schools. Students were asked to write down ten animals and ten plants, and to indicate where they had seen them for the first time. Children were able to name an important number of species but they were mostly acquainted with exotic ones. Familiarity with species and the use of different sources of information can be explained by interactions between the studied factors, while place of residence was not as significant as we expected. Sex was an important explanatory variable, likely influenced by differences in roles and children activities' preferences. It is necessary to improve the knowledge on native species, particularly those with conservation problems by using information sources close to nature, without neglecting the knowledge of the exotic species that children showed more familiarity from everyday life. Nates, J; Lindemann-Matthies, P (2012). Students' familiarity and initial contact with species in the Monte desert (Mendoza, Argentina). Journal of Arid Environments, 82:98-105. ABSTRACT This study investigates how familiarity and initial contact with species can be explained by social-demographic variables in an arid environment of Argentina. Our main objectives were to investigate which species children are familiar with, and analyse the effect of place of residence, sex and age on students' knowledge and initial contact with species. In total, 1746 students between 7 and 18 years old participated in the study, from 25 urban and 19 rural schools. Students were asked to write down ten animals and ten plants, and to indicate where they had seen them for the first time. Children were able to name an important number of species but they were mostly acquainted with exotic ones. Familiarity with species and the use of different sources of information can be explained by interactions between the studied factors, while place of residence was not as significant as we expected. Sex was an important explanatory variable, likely influenced by differences in roles and children activities' preferences. It is necessary to improve the knowledge on native species, particularly those with conservation problems by using information sources close to nature, without neglecting the knowledge of the exotic species that children showed more familiarity from everyday life.

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Environmental Knowledge of Elementary School Students in Greece

Cited by 45 publications

References 18 publications

Sustainability knowledge using “AKASA” model among architecture students from Klang Valley private universities, Malaysia.

Sustainability knowledge using “AKASA” model among architecture students from Klang Valley private universities, Malaysia.

Ability of Slovakian Pupils to Identify Birds

Students' familiarity and initial contact with species in the Monte desert (Mendoza, Argentina)

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