The impact of subtle anthropomorphism on gender differences in learning conservation ecology in Indonesian school children

McCabe, Sharon C. J.; Nekaris, K. A. I.

doi:10.1080/1533015x.2018.1427011

Cited by 16 publications

(7 citation statements)

References 23 publications

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“…Students in the present study, despite living in different regions of Indonesia, showed improvements in their knowledge about slow lorises in response to the same curriculum. Building on Nekaris et al (2018) and McCabe and Nekaris (2018), this study indicates the adaptability of a well-designed educational storybook to teach a wide range of students about a threatened taxon native to their country, and offers insight into how similar environmental education curricula could be created for other multi-site programmes. We thus concur with previous studies that highlight F = factor scores generated in UCINET; WA = wild animal; NG = Nature general; LS = loris sociality; LE = loris ecology; FE = feeding ecology (loris); LA = loris anatomy; LC = loris conservation; IE = incorrect ecology; DE = domestic environment; DA = domestic animal; EF = ecosystem function; AQ = Aquatic; LG = loris general; LH = loris habitat/region.…”

Section: Discussionmentioning

confidence: 94%

Testing efficacy of a multi-site environmental education programme in a demographically and biologically diverse setting

Brown¹,

Imron

Campera

et al. 2019

Envir. Conserv.

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SummaryCreating and assessing relatively broad conservation education curricula is important when trying to reach a variety of students. We used a curriculum centred around a storybook in 12 schools in four separate areas of Indonesia, reaching 529 students. We visited each school twice, and taught the ecology and importance of the target taxa, Indonesia’s seven threatened slow loris species (Nycticebus spp.). Through cultural consensus analyses and structural equation modelling, we found that students from all regions showed improvements in knowledge, and that the distance from the forest to where children lived, teachers’ use of given education materials, and students’ use of the storybook all affected student performance in drawing and essay accuracy. Here we make suggestions for creating and evaluating multi-site environmental education programmes. We recommend creating curricula that are not inclusive of any particular community; providing teachers with materials to supplement a conservation intervention; giving each child their own copy of any visual materials used in the lessons; following up with students and teachers about the use of such materials; and interviewing teachers and students regarding their experience with and attitudes towards the study subject. Furthermore we suggest practitioners share their materials and have confidence in adapting them for other species and locations.

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Section: Discussionmentioning

confidence: 94%

Testing efficacy of a multi-site environmental education programme in a demographically and biologically diverse setting

Brown¹,

Imron

Campera

et al. 2019

Envir. Conserv.

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“…Future generations can adopt good conservation habits by receiving a good education. Altered to more appropriate ecological terminology from human adjectives in females and verbs in males can increasing knowledge and empathy in educational initiatives (McCabe & Nekaris, 2019). Therapy that focuses on emotion was less successful in reducing aggressive conduct than therapy that promotes forgiveness.…”

Section: Affective Awarenessmentioning

confidence: 99%

The Investigation of Meta-Affective Differences Between Gender in Vocational High Schools During Learning Science

Rusyati¹,

Rustaman²,

Widodo³

et al. 2022

JTET

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The presence of feelings has an impact on science learning, which involves not only studying theory but also practicing. Making groups in learning sometimes do not pay attention to the ability to recognize and regulate the feelings of male and female students. This survey research is to investigate meta-affective based on students' experiences in learning science. The research instrument is a questionnaire compiled based on the Awareness Dimension (10 statements) and Regulation Dimension (7 statements) with the level of response, namely frequency (scale 1-6). The research subjects involved were 160 students in Vocational High Schools, with 80 males and 80 females. The results show a comparison between male and female students based on average responses. Students who were female had higher average response scores than students who were male in both the tests of affective awareness and affective control. With the exception of one item, both versions have the same score. The items are MATS-12 "If I get angry with myself when I do not understand a topic, I notice that feeling" on affective awareness and MATS-10 "If I feel angry when I am not successful, I try to control it". These results conclude that noticing angry feelings and controlling them is the same ability between male and female students. This suggests that, except for rage, which can be recognized and managed by both sexes of students, female students are better able to recognize and manage their emotions.

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“…Activities such as games have the potential to mobilize knowledge and conservation action by allowing children to model future adult conservation behaviors and by allowing adults to improve their skills in a low-risk setting [82]. Storybooks have also been used as a tool in Cambodia to introduce children to local endangered animals [25], and using subtle anthropomorphism in such stories can help children increase empathy and environmental knowledge [83].…”

Section: Print Productsmentioning

confidence: 99%

Communicating for Aquatic Conservation in Cambodia and Beyond: Lessons Learned from In-Person and Media-Based Environmental Education and Outreach Strategies

Loury

Eschenroeder

Seat

et al. 2021

Water

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Communication and outreach efforts are essential for raising awareness about conservation issues among the general public. This paper reviews three in-person approaches (environmental education, outreach events, and field trips), as well as four types of media (print products, news media, visual media, and social media) for communicating about environmental topics, with a focus on highlighting conservation issues in Cambodia. Strengths and weaknesses are considered for each communication tool, along with lessons from a case study example of the Wonders of the Mekong, an interdisciplinary project based in Cambodia that aims to study, protect, and raise awareness about the Mekong River system. We also describe a cross-cutting initiative to share inspiring stories of local conservation practitioners that incorporates both in-person and media-based approaches. In terms of required resources and effort, there is an inherent tradeoff between the depth of in-person engagement and overall reach. While media-based approaches are valuable for reaching large numbers of people with a moderate amount of effort, in-person approaches may create a deeper connection and longer-term impact on an individual level. Ultimately, a diverse communication strategy that utilizes multiple tools to reach different audiences will be most effective. The interdisciplinary Wonders of the Mekong project has successfully communicated the values of the Mekong ecosystem to a broad audience in Cambodia using a variety of strategies, and further evaluation could help illuminate whether and how these communication approaches are shifting attitudes or promoting conservation behaviors.

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The impact of subtle anthropomorphism on gender differences in learning conservation ecology in Indonesian school children

Cited by 16 publications

References 23 publications

Testing efficacy of a multi-site environmental education programme in a demographically and biologically diverse setting

Testing efficacy of a multi-site environmental education programme in a demographically and biologically diverse setting

The Investigation of Meta-Affective Differences Between Gender in Vocational High Schools During Learning Science

Communicating for Aquatic Conservation in Cambodia and Beyond: Lessons Learned from In-Person and Media-Based Environmental Education and Outreach Strategies

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