Relationship between ecology fieldwork and student attitudes toward environmental protection

Abstract

This article is a summary of research carried out on Spanish secondary school students 14 -16 years of age, with the intention of finding out what contributions fieldwork makes toward the understanding of concepts and principles of ecology, and also to ascertain the effects of fieldwork on the defense of the studied ecosystem. Before further research was conducted, an exploratory study was carried out consisting of an initial diagnosis of the pupils' ideas; fieldwork materials were prepared and an ecology unit for the study of a freshwater ecosystem was designed, along with evaluation instruments. The experimental design was given shape thanks to work done with two groups of students on whom a more exhaustive study was performed. The independent variable consisted of a field trip; the dependent variable was the learning of ecological concepts and their application to the assessment of an environmental problem. The study combined qualitative and quantitative research methods. A result of the research work was the conclusion that fieldwork helps clarify ecological concepts and intervenes directly in the development of more favorable attitudes toward the defense of the ecosystem. Both components are seen when making valid judgments for the resolution of problems which negatively affect the ecosystem and for showing the way toward the type of actions and solutions which should be adopted.

Cultivating Environmental Stewardship in Middle School Students

“…Louv (2005, p. 150) reports that, "The childhoods of environmentalists and naturalists are replete with stories of their childhood inspiration, leading directly to their later activism." It has been shown that middle and high school aged students that participate in fieldwork-based environmental programs, led by scientists, have a greater sense of environmental stewardship and will likely live more sustainably (Manzanal et al 1999;Crawford 2000;Taylor et al 2008;Johnson and Catley 2009). As discussed above, there are a number of project-based case studies demonstrating the success of improving stewardship attitudes in students.…”

“…Respect for the environment is exhibited by awareness of personal impacts made to the environment, feelings of frustration when the environment is negatively impacted, and concern about environmental health and condition (Manzanal et al 1999;Ryan et al 2001;Kenney et al 2003;Bodzin 2008;Cook 2008;Stern et al 2008).…”

“…It can be exhibited by wanting or choosing to spend time in nature or the outdoors, missing particular natural areas that are no longer visited, and a feeling of ownership because of a personal investment in a natural location (Manzanal et al 1999;Ryan et al 2001;Barnett et al 2006;Bodzin 2008;Cook 2008). Many researchers have written about place and the feelings of attachment that it holds for people, especially natural areas (Newell 1997;Ryan 2005;Clayton and Myers 2009).…”

Conceptualizationof EcologyBasic Concept by the Application of Outdoor Learning - School Ground

“…Integrating ecosystem roles as particular solution of environmental problem initiated student awareness about their environment by previously understood the function of each component and the effect of ecosystem absence in an area thought it need to be proven by further studies. These occurrences strengthened [7] note that outdoor activity assists student to clarify ecology concept and direct participation in forming vary of attitude in determining ecosystem.…”

Aportaciones de las Prácticas de Campo en la formación del profesorado de Biología: un problema de investigación y una revisión documental

“…Incluimos en la muestra los trabajos de Cutter (1993), Mick (1996), Manzanal, Rodríguez y Casal (1999) y Rodrigo et al (1999), dada su relevancia destacada en el reporte realizado en Amórtegui y Correa (2012) como estudios específicos sobre el trabajo de campo en la enseñanza de la Biología y/o la formación del profesorado de esta disciplina. Del universo de revistas, tres corresponden específicamente a la enseñanza de la Biología (Journal of Biological Education, The American Biology Teacher y Revista Biografía: Escritos sobre la Biología y su enseñanza).…”