Wild botanic gardens as valuable resources for innovative environmental education programmes in Latin America

Suárez-López, Rafael; Gozalbo, Màrcia Eugenio

doi:10.1080/13504622.2018.1469117

Cited by 9 publications

(3 citation statements)

References 60 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A thorough understanding of the institution's system and recognizing leverage points can enhance the effectiveness of campus sustainability programs (Posner and Stuart, 2013). In pursuit of promoting a proenvironmental attitude among students and the community, many institutions have taken up the maintenance and preservation of plants in their botanic gardens (Su arez-L opez and Eugenio, 2018). Cheang et al (2017) believed these gardens serve as a powerful learning environment instrumental in imparting cognitive and affective learning resulting in ecocentrism.…”

Section: Sustainable Campus Practicesmentioning

confidence: 99%

Synergizing education, research, campus operations, and community engagements towards sustainability in higher education: a literature review

Menon

Suresh

2020

IJSHE

136

View full text Add to dashboard Cite

Purpose The UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions (HEIs) in integrating sustainability into their system. The purpose of this paper is to explore and encapsulate practices adopted by universities and colleges across the globe in integrating sustainability in education (here refers to curriculum and pedagogy), research, campus operations and outreach programs. Design/methodology/approach The review analyzed 229 peer-reviewed research studies in the time period 2005–2018 selected from 44 journals. The literature review was done in phases. The first phase was the selection of the database, the second phase was refining the database by eliminating irrelevant studies and the last phase was distributing selected studies on the basis of the journal, year and country of publication, research paradigm, sustainability integration in higher education, teaching techniques adopted by HEIs and research focus in publications. Findings This study contributes to the literature review of sustainability in higher education. From the literature review, it is evident that sustainability has made inroads into HEIs, but only a few universities have been successful in implementing it holistically, integrating all the triple bottom line dimensions in balance. Practical implications The study has practical implications for HEIs planning to integrate sustainability into teaching and learning and other aspects of educational practices. The findings and the examples of successful implementation of sustainable education by institutions around the world would help universities and colleges in formulating policies, strategies and practices that would promote sustainability on campuses. Originality/value The literature reviews on sustainability in higher education so far have focused either on curricula, pedagogical approaches, assessment and reporting or barriers and solutions. This study attempts to offer a comprehensive view of the initiatives adopted by the institutions in incorporating sustainability in education, research, campus operations and outreach programs.

show abstract

Section: Sustainable Campus Practicesmentioning

confidence: 99%

Synergizing education, research, campus operations, and community engagements towards sustainability in higher education: a literature review

Menon

Suresh

2020

IJSHE

136

View full text Add to dashboard Cite

show abstract

“…Evidence shows that botanical gardens have positive impacts on knowledge and environmental attitudes in student groups and visitors, including on topics specifically related to plants and climate change (Sellmann & Bogner, 2013; Sellmann, 2014; Williams et al ., 2015; Eberbach & Crowley, 2017). Botanical gardens are making efforts to grow and improve these education programs and to engage groups that have been previously underserved by their environmental education programs (Dodd & Jones, 2010; Suárez‐López & Eugenio, 2018). These efforts include, for example, engaging such audiences in projects related to climate change, biodiversity conservation, edible gardening, enhancing food security, and sharing personal stories about the value of trees to local communities (Vergou & Willison, 2013, 2016).…”

Section: Public Engagementmentioning

confidence: 99%

The growing and vital role of botanical gardens in climate change research

et al. 2021

View full text Add to dashboard Cite

Botanical gardens make unique contributions to climate change research, conservation, and public engagement. They host unique resources, including diverse collections of plant species growing in natural conditions, historical records, and expert staff, and attract large numbers of visitors and volunteers. Networks of botanical gardens spanning biomes and continents can expand the value of these resources. Over the past decade, research at botanical gardens has advanced our understanding of climate change impacts on plant phenology, physiology, anatomy, and conservation. For example, researchers have utilized botanical garden networks to assess anatomical and functional traits associated with phenological responses to climate change. New methods have enhanced the pace and impact of this research, including phylogenetic and comparative methods, and online databases of herbarium specimens and photographs that allow studies to expand geographically, temporally, and taxonomically in scope. Botanical gardens have grown their community and citizen science programs, informing the public about climate change and monitoring plants more intensively than is possible with garden staff alone. Despite these advances, botanical gardens are still underutilized in climate change research. To address this, we review recent progress and describe promising future directions for research and public engagement at botanical gardens.

show abstract

“…Zoological facilities, such as zoos, aquariums, zoological theme parks, and wildlife centers offer more accessible interaction opportunities, and the endangered, threatened, or rare animals they support can affect biodiversity knowledge and motivate behavioral change ( Ogden & Heimlich, 2009 ; Mann, Ballantyne & Packer, 2018 ; Huang et al, 2019 ; Collins et al, 2020 ). Botanical gardens consisting of natural or semi-natural remnant land patches immersed in large urban areas are important to enhance people’s knowledge of plants, improve awareness of biodiversity, and support research and conservation efforts ( Williams et al, 2015 ; Suárez-López & Eugenio, 2018 ; Zelenika et al, 2018 ). However, some studies have reported that while indirect nature experiences may have a greater impact on knowledge than direct ones, such effects are marred by better knowledge of exotic species rather than of the locally abundant wildlife ( Genovart et al, 2013 ; Almeida, Fernández & Strecht-Ribeiro, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Direct, indirect, and vicarious nature experiences collectively predict preadolescents’ self-reported nature connectedness and conservation behaviors

Yue

Chen

2023

PeerJ

View full text Add to dashboard Cite

Background The quantity and context of children’s nature experiences are undergoing significant changes, exacerbating a pervasive negative cycle that could impact future conservation efforts. Therefore, it is essential to conduct further studies on the potential impacts of these changes on children’s willingness to engage in conservation practices. Methods We surveyed 2,175 preadolescents (aged 9–12) from rural and city schools in Hangzhou, Kunming, and Xishuangbanna, China, regarding their nature experiences (direct, indirect, and vicarious) and self-reported nature connectedness and conservation behaviors. Results We found that children in urban areas have higher frequencies of indirect and vicarious experiences than those in rural areas, with some direct nature experiences seldom reported among city respondents. Direct, indirect, and vicarious nature experiences significantly predicted children’s conservation behavior and collectively provided the highest predictive power for conservation behavior. Direct and vicarious experiences were strongly correlated with pro-nature behavior, and the latter with pro-environmental behavior. Emotional and cognitive connection with nature positively predicted conservation behavior, influenced by location and residence type. Discussion This study reveals that different types of nature experiences shape children’s current conservation behaviors in China.

show abstract

Wild botanic gardens as valuable resources for innovative environmental education programmes in Latin America

Cited by 9 publications

References 60 publications

Synergizing education, research, campus operations, and community engagements towards sustainability in higher education: a literature review

Synergizing education, research, campus operations, and community engagements towards sustainability in higher education: a literature review

The growing and vital role of botanical gardens in climate change research

Direct, indirect, and vicarious nature experiences collectively predict preadolescents’ self-reported nature connectedness and conservation behaviors

Contact Info

Product

Resources

About