Do Emotions, Nature Relatedness, and Conservation Concern Influence&amp;nbsp;Students’ Evaluations of Arguments about Biodiversity Conservation?

Jayasinghe, Iresha; Darner, Rebekka

doi:10.29333/ijese/9157

Cited by 4 publications

(2 citation statements)

References 39 publications

(56 reference statements)

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“…According to this author, the interaction of these elements leads to an increase in awareness and promotes positive attitudes in favor of the environment, guided by ethical principles. Jayasinghe and Darner (2021) suggested that nature relatedness, conservation concern, and emotions facilitate perceptions of nature related scientific issues in more critical and sophisticated ways, influencing scientific argumentation related to biodiversity conservation.…”

Section: About "Emotion"mentioning

confidence: 99%

Winter, Her Dolphin Tale, and the Rise of Environmental Education

Saito¹

2023

Journal for Learning through the Arts

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Dolphin Tale is a movie about a dolphin that loses its tail after being entangled in a crab trap line and obtains a prosthetic tail. The movie was presented to support environmental education classes at the University of Brasilia. Over a period of five years, 210 Brazilian undergraduate and graduate students answered questionnaires after watching it. The results demonstrate that the movie helped to accomplish environmental education goals: the comprehension of the role of scientific knowledge in solving socio-environmental problems, the impact of human activities on biodiversity, the novelty of the integrative interplay of different disciplines, and the importance of values in awareness.

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Section: About "Emotion"mentioning

confidence: 99%

Winter, Her Dolphin Tale, and the Rise of Environmental Education

Saito¹

2023

Journal for Learning through the Arts

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“…AA involves emotions (Albarracín et al, 2005) that can be long-lasting (Barthel et al, 2018;San Jose & Nelson, 2017). Moreover, such emotions underpin motivation (Hughes et al, 2018;Yli-Panula et al, 2018) and reasoning (Jayasinghe & Darner, 2020) behind biodiversity conservation. Many studies report positive shifts in children's AA, including biophilic tendencies toward commonly unpopular species, in response to their first-hand experiences.…”

Section: Literature Reviewmentioning

confidence: 99%

Transforming Children's Live Experiences with Species into Conservation Willingness: The Mediating Roles of Biodiversity Knowledge and Affective Attitudes

Faruhana¹,

Nor²,

Mohammad³

2022

EUROPEAN J ED RES

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<p style="text-align: justify;">The loss of direct experiences with nature among today's children is of concern as it affects their conservation willingness (CW). While little is known about the influence of live experiences on CW, much less is known about how these events are related. This study aimed to examine the serial mediating effects of biodiversity knowledge (BK) and affective attitudes (AA) on the relationship between live experiences with species and CW. An online questionnaire was administered to 429 school children (11-12 years) in the Maldives. A two-serial mediation analysis revealed that live experiences exerted significant negative direct and positive indirect effects on CW. Thus, although a predictive sequential pathway from live experiences to BK to AA to CW was confirmed, partial mediation involving other mediators or moderators is likely. The direct effects of live experiences on BK and AA and of BK on AA suggest that experiential learning that stimulates AA is necessary to achieve overall positive impacts on CW. Therefore, educators and policymakers are critical in providing first-hand experiences to instill positive biodiversity conservation traits in children, enabling successful education for sustainable development and long-term biodiversity conservation.</p>

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