The Loss of Biodiversity as a Challenge for Sustainable Development: How Do Pupils in Chile and Germany Perceive Resource Dilemmas?

Abstract

The topic of biodiversity is of high value for education for sustainable development as it reflects the interaction of ecological, economic and social issues particularly well. Especially in so-called biodiversity hotspots, among them Chile, natural resources are often depleted for economic interest which, in many cases, is required income. Therefore, economic and social aspects must be considered in order to fully understand biodiversity loss. Being such an important issue, it is surprising that little is known thus far about learning prerequisites concerning biodiversity. This paper presents a qualitative interview study that investigated 16 to 18-year-old Chilean and German learners' perception of biodiversity and its loss (n=24). Firstly, the pupils' cognitive frameworks were analysed. Secondly, subjective theories about biodiversity loss due to resource dilemmas were explored. Three subjective theories that emerged from the data reflected the notion that most pupils focused on either ecological or economic aspects of biodiversity loss. Pupils who concentrated on ecological aspects often referred to incorrect ecological facts. Moreover, these pupils showed difficulties in developing empathy and solidarity with impoverished people, who depend economically on plants in a resource dilemma. A smaller group of pupils succeeded in integrating the ecological, economic, and social aspects. Regarding the two samples, Chilean pupils seemed to have greater difficulties in recognising the social aspects of biodiversity loss, while German pupils were largely unaware of biodiversity loss on a local level. Implications for biodiversity education and future research will be outlined and discussed.

Knowledge of Indonesian University Students on the Sustainable Management of Natural Resources

“…For example, Menzel and Bögeholz [22] found that German and Chilean high school students had problems identifying the social and economical dimensions of the extraction of wild Boldo (Peumus boldus) leaves in Chile and bulbs of Devil's claw (Harpagophytum procumbens) in Namibia. With respect to Turkish students, the same result was observed concerning the exploitation of wild Salep (Orchis mascula) in Anatolia [23].…”

“…The low performance is likely related to an overly strong focus on ecological knowledge in teaching natural resource use issues and/or sustainable development [22,42]. Even the broad interdisciplinary concept of sustainable development is taught mostly in the natural sciences.…”

“…For example, key documents of the United Nations -Decade on Education for Sustainable Development‖ (2005Development‖ ( -2014 virtually ignore the body of knowledge in environmental and institutional economics on the socio-economic and institutional dimensions of sustainable resource management. Likewise, empirical studies have documented low rates of socio-economic and institutional knowledge among upper secondary school students from countries as diverse as Chile, Turkey and Germany [22,23] with respect to natural resource management issues.…”

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

“…La pérdida de la biodiversidad se constituye en el eje de investigación de varios autores, quienes se interesan por indagar: a) Los conocimientos acerca de las causas y las consecuencias; b) Las actitudes y formas de valorar; c) Su relación en las escalas local-global, y d) Medios de comunicación y fuentes de información (Ballouard, 2007;Ballouard, et al, 2011;Dalelo, 2012;Dikmenli, 2010;Fiebelkorn, et al, 2012;Hunter, et al, 2003;Hyseni, 2008;Jimmy, 2006;Lindemann, et al, 2009;Menzel, et al, 2009;Sadik, et al, 2007;Tanner, 2010;The Gallup Organization Hungary, 2007).…”

“…Los propósitos varían, al hacer énfasis en: a) La biodiversidad como un tema de la EA y de la EDS; b) Como estrategia del programa de la EA y la EDS; c) Formación ciudadana y d) Alfabetización ecológica. (Collins, 2012;Fernández, 2000;Helldén, et al, 2008;Kanno, et al, 2011;Kobori, 2009;Lindemann, 2002;McLaughlin, et al, 2006;Menzel, et al, 2009;Menzel, et al, 2010;Ramadoss, et al, 2011;Ulbrich, et al, 2010;Van Weelie, et al, 2002).…”