School Students’ Conceptions about Biodiversity Loss: Definitions, Reasons, Results and Solutions

Kılınç, Ahmet; Yeşiltaş, Namik Kemal; Kartal, Tezcan; Demiral, Ümit; Eroğlu, Barış

doi:10.1007/s11165-013-9355-0

Cited by 34 publications

(36 citation statements)

References 43 publications

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“…This work has analysed some of the main difficulties of pre-service teachers in the construction of relationships between sustainability and their lifestyle during an educational intervention, focused on the problem-based learning approach and, more specifically, on the resolution of socio-ecological problems in their surroundings. This approach could promote a systemic vision to interpret the causes and consequences in the different environmental, social and economic dimensions [6, 11,44], basic for EDS [12,77].…”

Section: Discussionmentioning

confidence: 99%

“…In the building of relationships between sustainability and daily activities, cultural, regulatory and supporting services, linked to the socio-economic and cultural framework, seem especially interesting, since they are distanced from the idea of nature as a resource [43]. For [44], the recognition of these services reduces the risk of producing excessively utilitarian reasoning; in this sense, Kellert [45] highlighted the unsustainability of a socio-economic development model alien to the ecological system in which it is integrated. Comprehension of the complex interdependencies between nature and society is an essential condition for understanding the urgent need for an improvement in environmental quality through our daily actions [18].…”

Section: Importance Of Socio-ecological Systems In Our Everyday Livesmentioning

confidence: 99%

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The Interdependences between Sustainability and Their Lifestyle That Pre-Service Teachers Establish When Addressing Socio-Ecological Problems

2019

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In the training of pre-service teachers, promoting changes in everyday activities to favour environmental conservation is still a challenge. This paper discusses the main difficulties of pre-service teachers in the process of building relationships between sustainability and their lifestyle. For this purpose, a problem-based learning programme was designed, consisting of three socio-ecological problems. In each of them, we analysed three components which define these interdependences: pressures, importance and solutions for conservation. There were 72 participants in the whole programme and 1296 responses were assessed, by establishing three levels of sophistication for the relationships between sustainability and their lifestyle in each component. The pre-service teachers readily admitted the pressures on the environment exerted by certain everyday activities. In addition, they progressed on the identification of the importance of ecosystem services in their lives, and they pay attention to those services linked to socio-economic and cultural activities. The greatest difficulties lay in proposing solutions of conservation that involve changes in personal habits towards more-sustainable ones. These difficulties are discussed, as well as the educational implications that may be derived.

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Section: Discussionmentioning

confidence: 99%

Section: Importance Of Socio-ecological Systems In Our Everyday Livesmentioning

confidence: 99%

The Interdependences between Sustainability and Their Lifestyle That Pre-Service Teachers Establish When Addressing Socio-Ecological Problems

2019

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“…La mayor parte de las investigaciones que se presentan, indagan por el tema de las concepciones y representaciones sociales de la biodiversidad, en estudiantes de la educación básica y media, al igual que en profesores en formación inicial y público en general, con diferentes propósitos, dentro de los que se destacan a) El conocimiento que tiene el público de la biodiversidad y su significado; b) El conocimiento de la biodiversidad local, y c) Las problemáticas asociadas con la pérdida de biodiversidad (Ballouard, et al, 2011;Bizerril, 2004;Bizerril, et al, 2007;Buijs, et al, 2008;Casagrande, 2004;Fen Yen, 2004;Hyseni, 2008;Kelemen, et al, 2011;Kilinc, et al, 2013;Köhler, 1999;Lindemann y Hyseni, 2009;Lindemann, 2009;Moore, et al, 2009;Özsoy, 2010;Schwarz, et al, 2012;Urones, et al, 2010;Yorek, et al, 2008).…”

Section: ) Concepcionesunclassified

La Biodiversidad en el contexto Educativo. Múltiples miradas en el escenario mundial

Mesa¹

2013

Nodos y Nudos

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“…, Kilinc et al. ). Developing the ability to recognize and name organisms is foundational to understanding complex mechanisms that occur in nature.…”

Section: Introductionmentioning

confidence: 98%

“…As scientists and educators, we note the importance of understanding biodiversity in the context of these ecological processes, especially around global issues of climate change, pollution, and sustainability. Additionally, accelerating environmental degradation and species loss has prompted biologists to emphasize the importance of encouraging learning experiences related to biodiversity (Dor-Haim et al 2011, Kilinc et al 2013. Developing the ability to recognize and name organisms is foundational to understanding complex mechanisms that occur in nature.…”

Section: Introductionmentioning

confidence: 99%

Is being familiar with biodiversity related to reasoning about ecology?

Hartley

Doherty

et al. 2018

Ecosphere

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Many science educators believe that student recognition of biodiversity is an important precursor to discovering patterns and understanding processes that define and shape ecological systems. We investigated (1) the total number, taxonomic categories, specificity, and diversity of backyard organisms that middle (MS) and high school (HS) students and teachers named, (2) how the number, specificity, and diversity of organisms that students and teachers named related to their overall performance on an ecology learning progression assessment, and (3) the types of information students used to sort and group organisms. Our sample population included 264 MS students, 374 HS students, and 108 teachers in five U.S. states (California, Colorado, Maryland, Michigan, and New York). We found that students were more likely to name vertebrates than plants or microorganisms, while teachers were more likely to name vertebrate and plants than microorganisms. Teachers named a higher total number (richness) and diversity of organisms and named more organisms in specific (e.g., bull snake) than general taxonomic categories (e.g., snake) than did students. Individual performance on the ecology learning progression assessment was positively correlated to the total number (richness), diversity, and specificity of organisms that students and teachers could name. The types of information students invoked to group organisms together varied by question context. Most students invoked information related to form/outward traits, habitat, function (e.g., decomposer), and taxa (e.g., fungi, plant, animal). Notably, some students invoked ideas about evolutionary relationships among organisms. This work corroborates previous findings about student familiarity with biodiversity and provides preliminary evidence that familiarity with local biodiversity is linked to reasoning about ecology.

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School Students’ Conceptions about Biodiversity Loss: Definitions, Reasons, Results and Solutions

Cited by 34 publications

References 43 publications

The Interdependences between Sustainability and Their Lifestyle That Pre-Service Teachers Establish When Addressing Socio-Ecological Problems

The Interdependences between Sustainability and Their Lifestyle That Pre-Service Teachers Establish When Addressing Socio-Ecological Problems

La Biodiversidad en el contexto Educativo. Múltiples miradas en el escenario mundial

Is being familiar with biodiversity related to reasoning about ecology?

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