The Influence of an Educational Program on Children's Perception of Biodiversity

Lindemann‐Matthies, Petra

doi:10.1080/00958960209600805

Cited by 133 publications

(87 citation statements)

References 21 publications

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“…The rationale behind this assumption is that 'we can only protect what we know'. Furthermore, we can only miss a species if we have had some kind of attachment to it (Weilbacher, 1993;Fawcett, 2002;Lindemann-Matthies, 2002).…”

Section: Introductionmentioning

confidence: 99%

Environmental Education Outside School: Effects of a Half-Day Teaching Programme

Drissner

Steigmüller²,

Hille³

2013

EDU

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Abstract:The "Green Classroom" in the Botanical Garden of the University of Ulm is a learning forum outdoor school that is used by about 2,500 school students annually. Its educational concept is based on experiential learning and is geared towards expanding students' biological knowledge and awareness of small animals such as invertebrates and insects. In the first study, 66 students (grade 4) were asked to draw a picture of a pond as a habitat. 33 of these students had previously visited the "Green Classroom" (intervention group). Students of the intervention group drew more of the smaller types of animals in their pictures and furthermore a bigger variety of species of animals and plants than the control group. In the second study, the same students (66, grade 4) were given a list of animal species, and were asked to tick those which are typical to a pond. Students who had visited the "Green Classroom" ticked more animals off correctly than their peers in the control group.

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Section: Introductionmentioning

confidence: 99%

Environmental Education Outside School: Effects of a Half-Day Teaching Programme

Drissner

Steigmüller²,

Hille³

2013

EDU

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“…Although, in a broad sense, biodiversity education involves not only scientific-ecological aspects but also emotional, ethical and political aspects (Kassas, 2002), there is knowledge that people must have to achieve biodiversity literacy, like knowing native plants and animals (Lindemann-Matthies, 2002;Weilbacher, 1993). Increasing literacy will lead to change in behaviour or action regarding biodiversity and environmental issues (Sudarmadi et al, 2001).…”

Section: Introductionmentioning

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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“…The modular curriculum and studies of Ramadoss andPoyyamoli (2011) andLindemann-Matthies, P. (2002) regarding the importance of bio-diversity and its provision within a curriculum have similarities. The designed curriculum provides bio-diversity under a curriculum together with the outcomes and activities, which might find solutions for the deficiencies of related studies and improve the conceptual understanding of students.…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, another feature of the designed curriculum is that the activities are suitable for students and they are able to understand the concepts themselves. The modular curriculum enables the use of alternative teaching methods and techniques that are more efficient in environmental education rather than the traditional teaching methods (Coca, 2013;Lindemann-Matthies, 2002;Manolas & Leal Filho, 2011;Ramadoss & Poyyamoli, 2011). The longer and more comprehensive learning environment provided to the students through the modular curriculum allows students to improve their critical thinking skills and contributes in finding solutions to the problems.…”

Section: Discussionmentioning

confidence: 99%

Modular Curriculum Designed for the Environmental Education of 6<sup>th</sup> and 7<sup>th</sup> Grade Students in the North Cyprus

Gündüz

Aşıksoy

Öksüz

2018

EURASIA J MATH SCI T

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The environment can be defined as the whole system where the history and culture of people who live is constantly utilized while forming them with all natural beings in relation and interaction with each other. The ecosystem has changed with the impact of occasional natural events, and has reached a balance. However, since the first existence of people, they started to increasingly form the natural habitat in the way they desired, which led to a fast deterioration in the natural balance of the ecosystems. In the beginning. Such impacts were very limited; however, they had reached a momentum after the industrial revolution.

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The Influence of an Educational Program on Children's Perception of Biodiversity

Cited by 133 publications

References 21 publications

Environmental Education Outside School: Effects of a Half-Day Teaching Programme

Environmental Education Outside School: Effects of a Half-Day Teaching Programme

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

Modular Curriculum Designed for the Environmental Education of 6<sup>th</sup> and 7<sup>th</sup> Grade Students in the North Cyprus

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