Students’ Interests in Biodiversity: Links with Health and Sustainability

Franzolin, Fernanda; Carvalho, Graça Simões de; Santana, Carolina Maria Boccuzzi; Calegari, Andreia dos Santos; Almeida, Ester Aparecida Ely de; Soares, João Paulo Reis; Jorge, Jéssica Tais Barreto; Neves, F.; Lemos, Erika Romanholo Silva

doi:10.3390/su132413767

Cited by 6 publications

(1 citation statement)

References 53 publications

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“…With regard to science education, the OH concept has not yet been thoroughly investigated. Still, OH has been considered a powerful approach to respond to students' recent interests at the intersection of health, biodiversity, and sustainability (Franzolin et al, 2021).…”

Section: The Concept Of One Healthmentioning

confidence: 99%

Science|Environment|Health, One Health, Planetary Health, Sustainability, and Education for Sustainable Development: How Do They Connect in Health Teaching?

Heuckmann¹,

Zeyer²

2022

Preprint

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In this paper, we explore Science|Environment|Health, One Health, Planetary Health, and Sustainability/Education for Sustainable Development in the context of Agenda 2030 as four major frameworks that take a step toward investigating health from different angles to tackle the grand challenges that lie ahead of humanity. In most of these frameworks, the topic of health is no longer limited to the health of humans; it also encompasses the health of ecosystems and planetary systems. Therefore, our ways of teaching and discussing health in science education may need to be adjusted. To this aim, we first shortly characterize the four frameworks and then analyze the concepts of health, the contributing sciences, and the role of values in the frameworks. In our opinion, three main questions have to be settled: (1) Which concept of health lies at the root of each framework? (2) Which sciences should be considered when teaching about health and what role will they take in an interdisciplinary, integrative approach and under complexity restraints? (3) What is the role of values in these frameworks, and how can the is-ought fallacy be avoided? We finally discuss our findings in light of the concept of two-eyed seeing in science education. This concept helps us disentangle and sharpen the three main questions and draw implications for teaching about health in school science.

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Section: The Concept Of One Healthmentioning

confidence: 99%

Science|Environment|Health, One Health, Planetary Health, Sustainability, and Education for Sustainable Development: How Do They Connect in Health Teaching?

Heuckmann¹,

Zeyer²

2022

Preprint

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A Survey of the Role of Environmental Education in Biodiversity Conservation in the Greater Accra Region of Ghana

Eshun¹,

Wotorchie

Buahing

et al. 2022

Conservation

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Biodiversity in all its forms has come under threat. The rate of biodiversity loss has attracted global attention, and most governments are trying to put measures into place to reduce the rate of loss. One way to ensure that people are conscious of biodiversity conservation is through education. However, studies on creating awareness for biodiversity conservation have received less attention in the literature. To address this knowledge gap, this study used questionnaires to investigate the role of education in biodiversity conservation in the Greater Accra Region of Ghana. The study found that environmental education, particularly an awareness of biodiversity conservation, is critical for conserving biodiversity. However, people’s knowledge of biodiversity conservation is too weak or inadequate to motivate them to incorporate biodiversity conservation practices into their daily activities. Furthermore, understanding the importance of biodiversity conservation comes with an increase in age. Increasing education on biodiversity conservation at an early age can help people become more aware of biodiversity conservation as they age, and they can incorporate it into their daily activities to reduce biodiversity loss. The study calls for a revision of the environmental education syllabus at various levels, particularly the basic and SHS levels, including more practical topics to help people change their attitudes and perceptions and incorporate biodiversity into their daily activities.

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Analysis of Drawings on Representations of COVID-19 among Senior High School Students: Case of the Dakhla-Oued Eddahab Region, Morocco

Maskour

Batri

Oubit³

et al. 2022

Education Sciences

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Since the coronavirus COVID-19 was identified as an international public health emergency in 2020, many studies on the perceptions of students in higher education have been published concerning it. Although young students’ perceptions also influence decision making and actions, their perceptions of COVID-19 have, so far, been little studied. Therefore, to increase knowledge about their understanding of COVID-19, a cross-sectional and descriptive study was conducted as a drawing survey in two schools in the Dakhla-Oued Eddahab region, Morocco. The participants were 94 high school students (aged 14–19). The drawings were analyzed by inductive and deductive content analysis. The findings show that the majority of the students knew the archetypal representation of COVID-19. They had a good grasp of the COVID-19, how it spreads, and how to stop it from spreading. Some students were aware of the potential dangers associated with COVID-19. Admittedly, misrepresentations related to fear and unfamiliarity with COVID-19 lead to mental health issues that undermine the key factors in students’ academic success. Younger children’s representations were dominated by magical thinking that reduces COVID-19 to preventive measures. Overall, the results made it possible to deduce that COVID-19 is strongly associated with terms that are both characteristic and socially valued (disease, prevention, barrier measures, etc.) and, conversely, with rather negative terms (fear of dying, anxiety, sadness, helplessness, etc.). The identification of these representations is very useful because they make it possible to apprehend and understand the attitudes and behaviors of these students, which, therefore, implies the need to define the appropriate teaching methods to try to align these behaviors with the behaviors desired.

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Students’ Interests in Biodiversity: Links with Health and Sustainability

Cited by 6 publications

References 53 publications

Science|Environment|Health, One Health, Planetary Health, Sustainability, and Education for Sustainable Development: How Do They Connect in Health Teaching?

Science|Environment|Health, One Health, Planetary Health, Sustainability, and Education for Sustainable Development: How Do They Connect in Health Teaching?

A Survey of the Role of Environmental Education in Biodiversity Conservation in the Greater Accra Region of Ghana

Analysis of Drawings on Representations of COVID-19 among Senior High School Students: Case of the Dakhla-Oued Eddahab Region, Morocco

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