What Plants and Animals Do Early Childhood and Primary Students’ Name? Where Do They See Them?

Patrick, Patricia G.; Tunnicliffe, Sue Dale

doi:10.1007/s10956-011-9290-7

Cited by 122 publications

(110 citation statements)

References 55 publications

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“…De visar att människorna håller på att bli allt mer "biologiska analfabeter" och "växtblinda" (Lindemann-Matthies & Bose, 2008;Magntorn, 2007;Sjöberg, 2001;Wandersee & Schussler, 2001), det vill säga att deras förmåga att urskilja och identifiera arter blir allt sämre. Med oförmågan att identifiera arter förlorar människorna dessutom en del av naturkontakten samt den glädje, inspiration och annan livskvalitet som bara naturen kan ge (Helldén & Helldén, 2008;Kaasinen, 2009;Patrick & Tunnicliffe, 2011;Scott, Goulder, Wheeler, Scott, Tobin & Marsham, 2011).…”

Section: (3) 2012unclassified

“…Regelbundna möten med naturen utvecklar ett förhållande till allt levande, som i sin tur bidrar till en vilja att värna om livets mångfald (Chawla, 1998;Glantz, Grahn & Hedberg, 2007;Patrick & Tunnicliffe, 2011). Grunden för naturkontakt skapas redan i tidig ålder i de familjer som har naturrelaterade fritidintressen (Kellert, 1996).…”

Section: Intresse För Naturen Artkunskap Och Biodiversitetunclassified

“…Överlag borde undervisningen och arbetssätten utvecklas i riktning mot konkreta, problembaserade studier i verkliga miljöer. "Hands on"-aktiviteter och aktiviteter som stimulerar alla sinnen ska prioriteras, eftersom de har visat sig gynna såväl lärande som intresse (översikt i Palmberg, 2005;Patrick & Tunnicliffe, 2011). Tekniska hjälpmedel och nätundervisning kunde kombineras med närundervisningen på ett mångsidigt sätt för att gynna olika lärandestilar även beträffande artinlärning (Virtanen & Rikkinen, 2008).…”

Section: Pedagogiska Utmaningar För Lärarutbildningenunclassified

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Artkunskap och intresse för arter hos blivande lärare för grundskolan. "Student teachers’ knowledge of and interest in species"

Palmberg

2012

NorDiNa

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According to recent research, the knowledge of species, interest in nature, and nature experiences are the factors that best promote interest in and understanding of environmental issues and sustainable life style. However, during the past 20 years the knowledge of species has decreased alarmingly among pupils, but also among their teachers. The aim of this study is to make a survey of student teachers' level of knowledge of species and of factors that have influenced their interest in and capacity for identifying species. Totally 335 student teachers were tested through a species identification test, a questionnaire, and completing interviews. Pupils in grades 7 and 9 and adults were used as reference groups. Student teachers had very varying levels of knowledge of species. Most of them, however, considered it useful to know the most common species of plants and animals in their local environment. The student teachers who had nature-related hobbies as well as practical nature studies in their education, had a considerably better level of knowledge than the others. More than 25 % of the student teachers, however, had a lower level of knowledge (of species) than the average pupils in grades 7 and 9.

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Section: (3) 2012unclassified

Section: Intresse För Naturen Artkunskap Och Biodiversitetunclassified

Section: Pedagogiska Utmaningar För Lärarutbildningenunclassified

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Artkunskap och intresse för arter hos blivande lärare för grundskolan. "Student teachers’ knowledge of and interest in species"

Palmberg

2012

NorDiNa

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“…Children in developed countries know exotic species well, because they come in contact with them in zoos and outdoor centers (Patrick & Tunnicliffe, 2011). Palmer and Suggate (2004) examined UK children's responses to the question about what might live in rainforests and polar places.…”

Section: Introductionmentioning

confidence: 99%

Young Slovenian learners’ knowledge about animal diversity on different continents

Torkar¹,

Mavrič²

2016

IJOBED

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This study examined young Slovenian learners' knowledge about animal diversity on different continents, which is important information conveyed during their education about different biomes on the Earth and about preservation of biodiversity. Altogether, 198 young learners 5 to 12 years old were interviewed via a questionnaire. They were asked to name three species of animals for each continent. In the second part of the questionnaire they answered questions designed to reveal their interest in plants, animals, and nature in general. Lastly, young learners were asked to name their most frequent source of information about animals. The study findings show that young Slovenian learners know animal species living in Africa and Europe the best. Mammals are the most commonly mentioned group of animals, particularly large mammals and pets. They possess several misconceptions about animal species ranges, such as those of penguins and tigers. Older children named more animal species than younger ones, and boys named reptiles more often and amphibians less often than girls. Television is the most important source of information about animals, followed by books and magazines, schools, and the internet.

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“…Randler (2009) underlines that in primary schools, education especially by using soft toys are effective for giving children ability identify and name bird species. Tunnicliffe (2011) states that English Children between age of 5-15 have enough knowledge about birds and their behaviors but in biological and physical aspects they have several misconceptions After combining all of these researches, there are opinions on lack of literature about children's knowledge on animals, and birds specifically (Prokop, Kubiatko and Fancovicova, 2008), and necessity to detect cultural differences and biological point of views of different age groups (Patrick & Tunnicliffe, 2011). This research has made in order to provide data on the said area and related literature and also to supply data on cultural aspects and different age groups.…”

Section: Introduction Introduction Introduction Introductionmentioning

confidence: 99%

Flying, Feathery and Beaked Objects: Children’s Mental Models About Birds

Ahi¹

2016

IEJEE-Green

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What Plants and Animals Do Early Childhood and Primary Students’ Name? Where Do They See Them?

Cited by 122 publications

References 55 publications

Artkunskap och intresse för arter hos blivande lärare för grundskolan. "Student teachers’ knowledge of and interest in species"

Artkunskap och intresse för arter hos blivande lärare för grundskolan. "Student teachers’ knowledge of and interest in species"

Young Slovenian learners’ knowledge about animal diversity on different continents

Flying, Feathery and Beaked Objects: Children’s Mental Models About Birds

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