Teaching changes interest and attitudes of students towards bedbugs

Asshoff, Roman; Hallerbach, Pia; Reinhardt, Klaus

doi:10.1080/09500693.2020.1788745

Cited by 4 publications

(16 citation statements)

References 37 publications

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“…, 2020 ), disgust was lower when live animals were used (or only shown). Interestingly, this result differs from that of our previous study ( Asshoff et al. , 2020 ).…”

Section: Discussioncontrasting

confidence: 99%

“…The reason for this is that students’ conceptions about bed bugs are mainly due to a form of misinformation triggered by media reports and the students’ lack of knowledge about the issue. It is possible that the name “bed bug” itself triggers ideas ( Asshoff et al. , 2020 ).…”

Section: Pedagogical Approach and Teaching Interventionmentioning

confidence: 99%

“…A class discussion of these three materials concluded the lesson and helped the students evaluate bed bugs. In this regard, the study partly adopts the 5E learning cycle ( Bybee, 2014 ) and aims to foster students’ scientific literacy ( Asshoff et al. , 2020 ).…”

Section: Pedagogical Approach and Teaching Interventionmentioning

confidence: 99%

“…Biology education about bed bugs should be proactive and aimed at reducing both stigmatization and myths as well as increasing students’ psychological awareness that bed bugs can be a personal, meaningful issue for them. To this end, the bed bug has recently been identified as a pertinent topic for biology education in the school context ( Anderson, 2020 ; Asshoff et al. , 2020 ).…”

Section: Introductionmentioning

confidence: 99%

“…However, the success of instructional interventions is largely unknown. Asshoff et al. (2020) found that teaching about bed bugs and showing live bugs promotes interest in them.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

“Bed bugs live in dirty places”—How Using Live Animals in Teaching Contributes to Reducing Stigma, Disgust, Psychological Stigma, and Misinformation in Students

Asshoff

Heuckmann

Ryl

et al. 2022

LSE

Self Cite

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“…, 2020 ), disgust was lower when live animals were used (or only shown). Interestingly, this result differs from that of our previous study ( Asshoff et al. , 2020 ).…”

Section: Discussioncontrasting

confidence: 99%

Section: Pedagogical Approach and Teaching Interventionmentioning

confidence: 99%

Section: Pedagogical Approach and Teaching Interventionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…However, the success of instructional interventions is largely unknown. Asshoff et al. (2020) found that teaching about bed bugs and showing live bugs promotes interest in them.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

“Bed bugs live in dirty places”—How Using Live Animals in Teaching Contributes to Reducing Stigma, Disgust, Psychological Stigma, and Misinformation in Students

Asshoff

Heuckmann

Ryl

et al. 2022

LSE

Self Cite

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Tasting to preserve: An educational activity to promote children’s positive attitudes towards intraspecific diversity conservation

Pessoa

Aboim

Afonso

et al. 2023

Preprint

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On the edge of causing the sixth big mass extinction event, the development of positive attitudes towards the conservation of intraspecific diversity from early ages is essential to overcome the biodiversity crisis we currently face. However, there is no information available on elementary school students' attitudes toward intraspecific diversity conservation nor is there a framework available to perform such analysis. For this study we designed, implemented, and evaluated an educational activity planned for third graders (8 to 13 years old) to explore the intraspecific diversity of vegetables and to promote healthy eating habits. Additionally, a framework was developed to evaluate students' attitudes towards intraspecific diversity conservation and applied to semi-structured interviews conducted with students before and after engaging in the educational activity. In this paper we present a reliable framework, developed aligned with the ABC model of attitudes, based on literature, and adapted to elementary school students' responses, to evaluate students' attitudes toward intraspecific diversity. Our results show that, before the educational activity, most students choose a non-biodiverse option, justifying this choice with the affective component of attitudes: mostly emotional factors but also aesthetic and social/cultural factors. After the educational activity, we observed a significant increase in the frequency of students that choose the biodiverse option and that justified it with the cognitive component of attitudes: mainly with biology and health knowledge factors, but also with economic and ethical knowledge factors. Our findings support the positive impact of educational activities that explore vegetable varieties on students' attitudes toward intraspecific diversity conservation.

show abstract

Tasting to preserve: An educational activity to promote children’s positive attitudes towards intraspecific diversity conservation

Pessoa,

Aboim,

Afonso

et al. 2024

PLoS ONE

View full text Add to dashboard Cite

On the edge of causing the sixth big mass extinction event, the development of positive attitudes towards the conservation of intraspecific diversity from early ages is essential to overcome the biodiversity crisis we currently face. However, there is no information available on elementary school students’ attitudes toward intraspecific diversity conservation nor is there a framework available to perform such analysis. For this study we designed, implemented, and evaluated an educational activity planned for third graders (8 to 13 years old) to explore the intraspecific diversity of vegetables and promote healthy eating habits. Additionally, a framework was developed to evaluate students’ attitudes towards intraspecific diversity conservation and applied to semi-structured interviews conducted with students before and after engaging in the educational activity. In this paper we present a reliable framework, developed aligned with the ABC model of attitudes, based on literature, and adapted to elementary school students’ responses, to evaluate students’ attitudes toward intraspecific diversity. Our results show that, before the educational activity, most students choose a non-biodiverse option, justifying this choice with the affective component of attitudes: mostly emotional factors but also aesthetic and social/cultural factors. After the educational activity, we observed a significant increase in the frequency of students that choose the biodiverse option and that justified it with the cognitive component of attitudes: mainly with biology and health knowledge factors, but also with economic and ethical knowledge factors. Our findings support the positive impact of educational activities that explore vegetable varieties on students’ attitudes toward intraspecific diversity conservation. This activity may also be used to foster education for sustainability and address socioscientific issues aligned with diverse sustainable development goals.

show abstract

Teaching changes interest and attitudes of students towards bedbugs

Cited by 4 publications

References 37 publications

“Bed bugs live in dirty places”—How Using Live Animals in Teaching Contributes to Reducing Stigma, Disgust, Psychological Stigma, and Misinformation in Students

“Bed bugs live in dirty places”—How Using Live Animals in Teaching Contributes to Reducing Stigma, Disgust, Psychological Stigma, and Misinformation in Students

Tasting to preserve: An educational activity to promote children’s positive attitudes towards intraspecific diversity conservation

Tasting to preserve: An educational activity to promote children’s positive attitudes towards intraspecific diversity conservation

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