School yards and nature trails: ecology education outside the university

Feinsinger, Peter; Margutti, Laura; Oviedo, Ramona

doi:10.1016/s0169-5347(96)20104-1

Cited by 31 publications

(14 citation statements)

References 9 publications

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“…The use reported by young children of sources of knowledge that are far from nature is an important 'warning sign' because children's knowledge on biodiversity improves when the amount of time spent on the investigation of species outside the classroom increases. The near vicinity of the school and the school yard are valuable settings for investigation and enquiry in nature, both in urban and rural areas, and children become familiar with the natural history of their local environment (Feisinger et al, 1997;Patrick and Tunnicliffe, 2011). Repeated visits to a site were found to produce the best learning results at all ages, but particularly for young people (Lindemann-Matthies, 2006).…”

Section: Resultsmentioning

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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Section: Resultsmentioning

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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show abstract

“…Tourists meet researchers, e.g., senior scientists, graduate students, and local research assistants, and engage in a peripatetic dialogue, an interactive process of observation, dialogue, and inquiry while exploring the trails. Researchers act as "Socratic facilitators," who allow tourists to observe and discover biocultural diversity by themselves, achieving a more holistic and lasting learning experience than that provided by a mere unilateral transmission of biological, cultural, or historical facts (cf., Feinsinger et al 1997). …”

Section: (8) Economic Sustainability and Ecotourismmentioning

confidence: 99%

Ten Principles for Biocultural Conservation at the Southern Tip of the Americas: the Approach of the Omora Ethnobotanical Park

Rozzi¹,

Massardo²,

Anderson³

et al. 2006

E&S

128

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“…I realize I don't have to be a scientist to provide an atmosphere for great science inquiry.” With few exceptions, teachers I have worked with report that having the opportunity to ask and explore ecological questions with ecologists was the most valuable training for using their schoolyards as ecological laboratories. So, most important, we can provide opportunities for teachers to participate in scientific field investigations through venues such as our own research studies or by participating in or leading local workshops on the ecology of schoolyards (see, for example, North Carolina Museum of Life and Science 1990 a , 1990 b ; Feinsinger et al 1997; National Research Council 1997; Caton et al 2000.…”

Section: What Teachers Want From Partnerships With Scientistsmentioning

confidence: 99%

Conservation Education Partnerships in Schoolyard Laboratories: a Call Back to Action

Brewer¹

2002

Conservation Biology

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School yards and nature trails: ecology education outside the university

Cited by 31 publications

References 9 publications

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

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

Ten Principles for Biocultural Conservation at the Southern Tip of the Americas: the Approach of the Omora Ethnobotanical Park

Conservation Education Partnerships in Schoolyard Laboratories: a Call Back to Action

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