Effects of Hands-on Activities on Conservation, Disgust and Knowledge of Woodlice

Fančovičová, Jana; Prokop, Pavol

doi:10.12973/ejmste/80817

Cited by 18 publications

(20 citation statements)

References 50 publications

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“…This also can be attributed, for example, to the novel environment (novel field trip phenomenon Falk et al, 1978). In general, both practical work conditions (in school and out-of-school) decreased the disgust significantly when compared to the control group This is in contrast to another study on disgust reduction through practical work with live woodlice which found no effect (Fančovičová and Prokop, 2017). Thus, we can conclude that the intervention based on workstations with live invertebrates is applicable both, in the school setting and out of school.…”

Section: Discussionmentioning

confidence: 67%

Invertebrate disgust reduction in and out of school and its effects on state intrinsic motivation

Wüst-Ackermann

Vollmer²,

Itzek-Greulich³

et al. 2018

Palgrave Commun

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Invertebrates are used in environmental, biology, and science education. However, they can elicit disgust, which can be detrimental for motivational and learning outcomes. In addition, practical work including hands-on interaction with living invertebrates could be a viable way to reduce invertebrate disgust and strengthen state intrinsic motivation. Moreover, Big-Five personality may explain the students' reaction to the exposure with live invertebrates. Therefore, the present study tested the effects of an intervention with living invertebrates on disgust and state intrinsic motivation in a sample of 1861 students (age 10-12 years). Moreover, we tested whether an in-school or an out-of-school intervention was more successful in reducing disgust as compared to the control group. While disgust was measured at pre-and post-test, trait motivation was measured at pre-test and state intrinsic motivation was measured at post-test. Results show that while both treatment conditions reduced disgust more than the control condition, the out-of-school condition had a more pronounced disgust reduction than the school condition. Disgust was negatively related to state intrinsic motivation, but state intrinsic motivation was equally high in both treatment conditions (school and university). Extraversion was negatively and neuroticism was positively related to disgust. Big-Five personality was generally associated with state intrinsic motivation. In conclusion, invertebrate disgust can be successfully reduced by an intervention with live invertebrates. The workstation-based intervention with live invertebrates is useful in different settings, both in and out of school and effective with invertebrate species, especially with snails and mealworms, because children's disgust for these species was significantly reduced and lower disgust was related to higher state intrinsic motivation.

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Section: Discussionmentioning

confidence: 67%

Invertebrate disgust reduction in and out of school and its effects on state intrinsic motivation

Wüst-Ackermann

Vollmer²,

Itzek-Greulich³

et al. 2018

Palgrave Commun

View full text Add to dashboard Cite

show abstract

“…Palmberg et al, 2019;Staatsinstitut für Schulqualität und Bildungsforschung, 2017). Teaching biodiversity at school is not only an obligatory necessity but offers many possibilities for hands-on activities (Fančovičová & Prokop, 2017) or outdoor experiences (Lindemann-Matthies, 2006) to motivate pupils and enrich biology lessons.…”

Section: Introductionmentioning

confidence: 99%

Vertebrate species knowledge: an important skill is threatened by extinction

Gerl

Randler

Neuhaus

2021

International Journal of Science Education

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Vertebrate species knowledge, a key factor for conserving biodiversity, is a compulsory part of school curricula. This study evaluated the vertebrate species knowledge of sixth-grade German grammar school pupils (aged 11-13) to investigate the influence of sociodemographic factors (gender, size of hometown, mother tongue), personal expectations (favourite school subject, performance in biology, expected test results) and possibilities to do nature observations (favourite playing area, number of excursions to nature) on identification skills. In addition, the study examined whether schoolchildren's taxonomic knowledge changed over the years. In a species identification test, participants (N = 984) scored an average of 14.18 ± 3.82 out of 25 points. The results showed that their species knowledge was significantly influenced by their personal expectations on test performance, the school, favourite playing area, mother tongue and gender. Hometown size, the number of excursions to nature, favourite school subject and performance in biology did not significantly affect children's species knowledge. Mammals had the highest identification rates, whereas birds and reptiles were rather unknown. These results were compared with a similar dataset in 2006 indicating a 15% loss in pupils' species knowledge within the last decade. A change in the curriculum as a reason for this decline in taxonomic knowledge is discussed.

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“…Children in preschool and primary school age are an important target group, because young children are particularly interested in living organisms, and like hands-on activities and the investigation of plants and animals outside the classroom (Lindemann-Matthies, 2006). Hands-on activities with invertebrates, for instance, were found to decrease disgust in children and to increase positive emotions towards this group of animals (Fančovičová et al, 2018;Prokop & Fančovičová, 2017). Moreover, studies on significant life experiences of active and informed conservationists have shown that time in nature during childhood is the most frequent reason for their concern and commitment (e.g.…”

Section: Introductionmentioning

confidence: 99%

Like Father, Like Son? On the Relationship between Parents’ and Children’s Familiarity with Species and Sources of Knowledge about Plants and Animals

Remmele

Lindemann‐Matthies

2018

EURASIA J MATH SCI T

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This study investigates whether parents consider themselves vital in transmitting species knowledge to their children, whether children's familiarity with species is actually related to that of their parents, and whether socio-demographic variables influence this relationship. Data were collected with the help of a picture test and a questionnaire. Overall, 402 parent-child-pairs participated in the study. Parents regarded themselves as main transmitters of species knowledge to their 5-11 year old children, but considered school education and outdoor experiences also important. While parents identified 29% of the plants and 35% of the animals presented to them, their children identified only 17% of the plants and 22% of the animals. Parents' and children's familiarity with species was positively related. However, the relationship was stronger for plants than for animals. Children's familiarity with species was also positively related to age, interest in nature and, in case of plants, rurality of their places of living.

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Effects of Hands-on Activities on Conservation, Disgust and Knowledge of Woodlice

Cited by 18 publications

References 50 publications

Invertebrate disgust reduction in and out of school and its effects on state intrinsic motivation

Invertebrate disgust reduction in and out of school and its effects on state intrinsic motivation

Vertebrate species knowledge: an important skill is threatened by extinction

Like Father, Like Son? On the Relationship between Parents’ and Children’s Familiarity with Species and Sources of Knowledge about Plants and Animals

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