Investigating Nature on the Way to School: Responses to an educational programme by teachers and their pupils

Lindemann‐Matthies, Petra

doi:10.1080/10670560500438396

Cited by 105 publications

(78 citation statements)

References 43 publications

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“…If students know more about animals, they are more likely to notice animals in their local environment. In turn, student awareness will stimulate an appreciation of the wide variety of fauna in their local community (Lindemann-Matthies, 2006). Therefore, formal learning experiences that draw from examples in the local environment could also provide students with an enhanced knowledge of biodiversity.…”

Section: Educational Implicationsmentioning

confidence: 99%

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Students (ages 6, 10, and 15 years) in six countries knowledge of animals

Patrick

Byrne

Tunnicliffe

et al. 2013

NorDiNa

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This article considers the knowledge students (ages 6, 10, and 15 years) have of animals from a crosscultural perspective. Students from six countries (Brazil, England, Finland, Iceland, Portugal, and the United States of America) were asked to free-list as many animals as possible and state where they had seen or learned about the animals. The results were analyzed and they indicate that 1) Students are aware of animals. 2) Students are more aware of mammals as examples of animals. 3) There is a globally shared folk biological knowledge of animals. 4) Students learn about animals during sociocultural interactions. The educational implications are discussed.

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Section: Educational Implicationsmentioning

confidence: 99%

“…The PISA was given in 2000, 2006. In 2006, the PISA assessed the environmental knowledge of 15 year olds in 57 countries worldwide by including 24 questions related to environmental science (OECD, 2007).…”

Section: Introductionmentioning

confidence: 99%

Students (ages 6, 10, and 15 years) in six countries knowledge of animals

Patrick

Byrne

Tunnicliffe

et al. 2013

NorDiNa

View full text Add to dashboard Cite

show abstract

“…In doing so, educational measures could also serve as motivational factors towards protecting biodiversity (Lindemann-Matthies 2006). Although mentioning numerous examples for threatened species, Chilean pupils tended to have difficulties in understanding the local resource dilemma, probably due to the vast presence of the respective resource within the scope of the pupil's everyday life experience.…”

Section: Educational Implicationsmentioning

confidence: 99%

The Loss of Biodiversity as a Challenge for Sustainable Development: How Do Pupils in Chile and Germany Perceive Resource Dilemmas?

Menzel

Bögeholz

2008

Res Sci Educ

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The topic of biodiversity is of high value for education for sustainable development as it reflects the interaction of ecological, economic and social issues particularly well. Especially in so-called biodiversity hotspots, among them Chile, natural resources are often depleted for economic interest which, in many cases, is required income. Therefore, economic and social aspects must be considered in order to fully understand biodiversity loss. Being such an important issue, it is surprising that little is known thus far about learning prerequisites concerning biodiversity. This paper presents a qualitative interview study that investigated 16 to 18-year-old Chilean and German learners' perception of biodiversity and its loss (n=24). Firstly, the pupils' cognitive frameworks were analysed. Secondly, subjective theories about biodiversity loss due to resource dilemmas were explored. Three subjective theories that emerged from the data reflected the notion that most pupils focused on either ecological or economic aspects of biodiversity loss. Pupils who concentrated on ecological aspects often referred to incorrect ecological facts. Moreover, these pupils showed difficulties in developing empathy and solidarity with impoverished people, who depend economically on plants in a resource dilemma. A smaller group of pupils succeeded in integrating the ecological, economic, and social aspects. Regarding the two samples, Chilean pupils seemed to have greater difficulties in recognising the social aspects of biodiversity loss, while German pupils were largely unaware of biodiversity loss on a local level. Implications for biodiversity education and future research will be outlined and discussed.

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“…Studying nature outside of the classroom is regarded by some scholars as the most effective and, at the same time, the most pleasurable way of teaching children about various species and biodiversity (Lock, 1995;Lindemann-Matthies, 2006). Several scientists also emphasize the relevance of the active process of learning about diversity in natural habitats (e.g.…”

Section: Introductionmentioning

confidence: 99%

Environmental Education Outside School: Effects of a Half-Day Teaching Programme

Drissner

Steigmüller²,

Hille³

2013

EDU

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Abstract:The "Green Classroom" in the Botanical Garden of the University of Ulm is a learning forum outdoor school that is used by about 2,500 school students annually. Its educational concept is based on experiential learning and is geared towards expanding students' biological knowledge and awareness of small animals such as invertebrates and insects. In the first study, 66 students (grade 4) were asked to draw a picture of a pond as a habitat. 33 of these students had previously visited the "Green Classroom" (intervention group). Students of the intervention group drew more of the smaller types of animals in their pictures and furthermore a bigger variety of species of animals and plants than the control group. In the second study, the same students (66, grade 4) were given a list of animal species, and were asked to tick those which are typical to a pond. Students who had visited the "Green Classroom" ticked more animals off correctly than their peers in the control group.

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Investigating Nature on the Way to School: Responses to an educational programme by teachers and their pupils

Cited by 105 publications

References 43 publications

Students (ages 6, 10, and 15 years) in six countries knowledge of animals

Students (ages 6, 10, and 15 years) in six countries knowledge of animals

The Loss of Biodiversity as a Challenge for Sustainable Development: How Do Pupils in Chile and Germany Perceive Resource Dilemmas?

Environmental Education Outside School: Effects of a Half-Day Teaching Programme

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