How is biodiversity understood in compulsory education textbooks? A lexicographic analysis of teaching programs in the French-speaking part of Switzerland

Audrin, Catherine

doi:10.1080/13504622.2022.2092597

Cited by 4 publications

(4 citation statements)

References 17 publications

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“…In addition, grouping species based on information genome is well considered in effort conservation and selection diversity biological (Kushwaha et al, 2021;Piñeros et al, 2022;Ude et al, 2020), especially endemic and threatened fish extinct (Kwak et al, 2020). Diversity biological and development sustainability (SDGs) must be integrated into education to raise awareness of what will solve the problem of biological diversity and To change attitude care toward natural (Audrin, 2022). Response results from students related to the application: For identifying fish diversity, they used to show students No feel satisfied with the completeness feature of existing applications, amounting to 59.6%.…”

Section: Resultsmentioning

confidence: 99%

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Identification Skills Fish Diversity and Potential Use of Genome Data

Munandar,

Hidayat,

Sanjaya

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Identification skills are essential for students to increase awareness of will importance of diversity and active protection. Grouping species based on information genome is well considered in effort conservation. Research objectives to describe courses diversity and classification vertebrates (KKV) in identifying fish morphology, genome, and perception student about identification diversity through genome data in one LPTK in Bogor. This research uses qualitative with 27 students in The Biology Education Study Program in one LPTK in Bogor in the odd semester 2022/2023. Data collection about results interviews, documentation, and responses implementation of the pre-college program. Analysis of research data done qualitatively. Research results describe that ongoing study. This does not yet give optimal knowledge in fish diversity in a manner morphology until genome. Findings this give description will need students to identify species in a manner morphology until genome and needed databases that can identify diversity in detail and available essential internal identification feature application.

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Section: Resultsmentioning

confidence: 99%

“…Sustainability development goals (SDGs) must be integrated into education. Because it can build, awareness of will enhance the problem environment and its role central to changing attitudes toward nature (Audrin, 2022). Activity man becomes important and influential For guard sustainability (Coracero et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Identification Skills Fish Diversity and Potential Use of Genome Data

Munandar,

Hidayat,

Sanjaya

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…In educational discourse, the teaching of biodiversity is a crucial educational issue that allows learners to develop a deep understanding of the interdependencies between living beings and their environment [15]. Indeed, biodiversity is an essential component of life on Earth that helps maintain the ecological balance of our planet.…”

Section: Theoretical Contextmentioning

confidence: 99%

“…Through biodiversity education, learners become aware of the impact of their actions on the environment and learn to respect nature and the living beings that live there [15]. In addition, biodiversity education can also encourage learners to engage in concrete actions to preserve biodiversity and combat climate change to contribute to sustainable development for future generations [16,17].…”

Section: Theoretical Contextmentioning

confidence: 99%

Teaching Biodiversity: Towards a Sustainable and Engaged Education

Id Babou,

Selmaoui,

Alami

et al. 2023

Education Sciences

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The preservation of biodiversity has become a major concern in contemporary society. It is essential to understand teachers’ representations of biodiversity to effectively guide educational efforts because of the significant role of education in raising awareness and promoting sustainable behavior. Through a survey of a sample of 118 teachers, we adopted a mixed-method approach combining both a closed questionnaire and interviews. We used these methods to explore teachers’ representations of the concept of biodiversity as an integral part of the school curriculum, as well as to gather their views on certain features of its teaching. The results state that the majority of teachers perceive biodiversity as a whole and in its most complex relationships. During their professional experience, they have developed a biocentric and anthropocentric conception of biodiversity. This study provides valuable information to guide future pedagogical practices and educational policies in sustainable education.

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