Hostname: page-component-78c5997874-xbtfd Total loading time: 0 Render date: 2024-11-04T21:44:20.016Z Has data issue: false hasContentIssue false

Teachers’ perspectives and practices on biodiversity web portals as an opportunity to reconnect education with nature

Published online by Cambridge University Press:  06 November 2020

Ana Picanço*
Affiliation:
cE3c – Centre for Ecology, Evolution and Environmental Changes/Azorean Biodiversity Group and University of the Azores, Rua Capitão João d’Ávila, 9700-042 Angra do Heroísmo, Azores, Portugal
Ana Moura Arroz
Affiliation:
cE3c – Centre for Ecology, Evolution and Environmental Changes/Azorean Biodiversity Group and University of the Azores, Rua Capitão João d’Ávila, 9700-042 Angra do Heroísmo, Azores, Portugal
Isabel R Amorim
Affiliation:
cE3c – Centre for Ecology, Evolution and Environmental Changes/Azorean Biodiversity Group and University of the Azores, Rua Capitão João d’Ávila, 9700-042 Angra do Heroísmo, Azores, Portugal
Sónia Matos
Affiliation:
Interactive Technologies Institute (ITI/LARSyS), Polo Científico e Tecnológico da Madeira, Caminho da Penteada, piso-2, 9020-105 Funchal, Portugal School of Design, Edinburgh College of Art, University of Edinburgh, 74 Lauriston Place, EdinburghEH3 9DF, UK
Rosalina Gabriel
Affiliation:
cE3c – Centre for Ecology, Evolution and Environmental Changes/Azorean Biodiversity Group and University of the Azores, Rua Capitão João d’Ávila, 9700-042 Angra do Heroísmo, Azores, Portugal
*
Author for correspondence: Dr Ana Picanço, Email: [email protected]

Summary

Biodiversity loss is a complex issue and a risk that education cannot overlook. Teachers play a crucial role in how biodiversity, and in particular local biodiversity, is understood. To provide insight into how to improve communication on the subject, we investigate teachers’ perspectives and social representations regarding biodiversity, their fluency in terms of Internet use, their familiarity with biodiversity web portals and perceived pedagogical usefulness of technology. A sample of 243 K–12 schoolteachers of multiple scientific domains from eight Azorean islands answered an online survey, including three free-word association tests using inductive terms such as ‘Internet’, ‘biodiversity’ and ‘familiar biodiversity portals’. Overall, the schoolteachers failed to incorporate the multidimensionality of the biodiversity concept (including natural science teachers) or to show technological fluency, and they tended not to use biodiversity web portals as tools to engage students in teaching activities. Our results indicate that teachers’ perspectives about biodiversity need to be broadened and improved and that it is worth exploring whether information and communication technology represents a window of opportunity to do so. As an example, biodiversity web portals, which are widely recognized as trustworthy information repositories, may be used to engage teachers in this endeavour.

Type
Research Paper
Copyright
© The Author(s), 2020. Published by Cambridge University Press on behalf of Foundation for Environmental Conservation

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

These authors contributed equally to this work.

References

Abric, JC (2003) La recherche du noyau central et de la zone muette des représentations sociales. In Abric, JC (ed.), Méthodes d’étude des représentations sociales (pp. 5980). Toulouse, France: ERES.Google Scholar
Alves-Mazzotti, A (2007) Representações da identidade docente: uma contribuição para a formulação de políticas. Ensaio: Avaliação e Políticas Públicas em Educação 15: 579594.Google Scholar
Amorim, IR, Arroz, AM, São Marcos, R, Borges, PA, Gabriel, R (2016) Bugs and society II: testing two communication strategies for public engagement in the Azores. In Castro, P, Azeiteiro, UM, Bacelar-Nicolau, P, Leal Filho, W, Azul, AM (eds), Biodiversity and Education for Sustainable Development (pp. 125153). Gland, Switzerland: Springer International Publishing.CrossRefGoogle Scholar
Arroz, AM, Gabriel, R, Amorim, IR, São Marcos, R, Borges, PA (2016) Bugs and society I: raising awareness about endemic biodiversity. In Castro, P, Azeiteiro, UM, Bacelar-Nicolau, P, Leal Filho, W, Azul, AM (eds), Biodiversity and Education for Sustainable Development (pp. 6989). Gland, Switzerland: Springer International Publishing.CrossRefGoogle Scholar
Barnes, MA, Cox, RD, Spott, J (2019) Place-based learning with out-of-place species & students: teaching international students about biological invasions. The American Biology Teacher 81: 503506.CrossRefGoogle Scholar
Borges, PA, Gabriel, R, Arroz, AM, Costa, A, Cunha, RT, Silva, L et al. (2010) The Azorean Biodiversity Portal: an Internet database for regional biodiversity outreach. Systematics and Biodiversity 8: 423434.CrossRefGoogle Scholar
Brennen, JS, Kreiss, D (2016) Digitalization. In Jensen, KB, Rothenbuhler, EW, Pooley, JD, Craig, RT (eds), The International Encyclopedia of Communication Theory and Philosophy (pp. 556566). Chichester, UK: Wiley-Blackwell.Google Scholar
Camargo, BB, Justo, AM (2013) IRAMUTEQ: um software gratuito para análise de dados textuais. Temas em Psicologia 21: 513518.CrossRefGoogle Scholar
CBD (1993) Convention on Biological Diversity (with annexes). Concluded at Rio de Janeiro on 5 June 1992. United Nations – Treaty Series 1760(30619): 142382.Google Scholar
Clayton, S (2003) Environmental identity: a conceptual and an operational definition. In Clayton, S, Opotow, S (eds), Identity and the Natural Environment (pp. 4565). Cambridge, MA, USA: MIT Press.CrossRefGoogle Scholar
Coffin, C, Elder, J (2005) Building public awareness about the effects of sprawl on biodiversity. In Johnson, EA, Klemens, MW (eds), Nature in Fragments: The Legacy of Sprawl (pp. 335348). New York, NY, USA: Columbia University Press.CrossRefGoogle Scholar
Di Giacomo, JP (1986) Alliances et rejets intergroupes au sein d’un movement de revendication. In Doise, W, Palmonari, A (eds), L’étude des representations sociales (pp. 118138). Neuchâtel, Switzerland: Delachaux et Niestlé.Google Scholar
Díaz, S, Settele, J, Brondízio, ES, Ngo, HT, Arneth A, Agard J. et al. (2019) Pervasive human-driven decline of life on Earth points to the need for transformative change. Science 366: 6471.CrossRefGoogle ScholarPubMed
Dikmenli, M (2010) Biology student teachers’ conceptual frameworks regarding biodiversity. Education 130: 479489.Google Scholar
Edison, LK, Pradeep Kumar, S, Pradeep, NS (2017) Educating biodiversity. In Abdulhameed, S, Pradeep, N, Sugathan, S (eds), Bioresources and Bioprocess in Biotechnology (pp. 143165). Singapore: Springer International Publishing.CrossRefGoogle Scholar
Fattorini, S, Gabriel, R, Arroz, AM, Amorim, IR, Borges, PAV, Cafaro, P (2017) Children preferences for less diverse green spaces do not disprove biophilia. Proceedings of the National Academy of Sciences of the United States of America 114: E7215.CrossRefGoogle Scholar
Ferreira, MJ, Moreira, F, Santos-Pereira, C, Durão, N (2015) The role of mobile technologies in the teaching/learning process improvement in Portugal. Presented at The 8th Annual International Conference of Education, Research and Innovation, Seville, Spain, 17–18 November.Google Scholar
Fischer, A, Young, JC (2007) Understanding mental constructs of biodiversity: implications for biodiversity management and conservation. Biological Conservation 136: 271282.CrossRefGoogle Scholar
Flavian, H (2019) Mediation and Thinking Development in Schools: Theories and Practices for Educators. Melbourne, Australia: Emerald Publishing Ltd. CrossRefGoogle Scholar
Gaston, KJ, Soga, M (2020) Extinction of experience: the need to be more specific. People and Nature 2: 575581.CrossRefGoogle Scholar
Gayford, C (2000) Biodiversity education: a teacher’s perspective. Environmental Education Research 6: 347361.CrossRefGoogle Scholar
Hasebrink, U, Livingstone, S, Haddon, L, Ólafsson, K (2009) Comparing children’s online opportunities and risks across Europe: Cross-national comparisons for EU Kids Online. LSE, London: EU Kids Online [www document]. URL http://eprints.lse.ac.uk/21656/ CrossRefGoogle Scholar
IPBES (2019) Summary for Policymakers of the Global Assessment Report of the Intergovernmental Science–Policy Platform on Biodiversity and Ecosystem Services. Bonn, Germany: IPBES Secretariat.Google Scholar
Jacobson, SK, McDuff, MD, Monroe, MC (2006) Conservation Education and Outreach Techniques. New York, NY, USA: Oxford University Press.CrossRefGoogle Scholar
Kahn, PH Jr, Severson, RL, Ruckert, JH (2009) The human relation with nature and technological nature. Current Directions in Psychological Science 18: 3742.CrossRefGoogle Scholar
Kamitsis, I, Francis, AJ (2013) Spirituality mediates the relationship between engagement with nature and psychological wellbeing. Journal of Environmental Psychology 36: 136143.CrossRefGoogle Scholar
Kouper, I (2010) Science blogs and public engagement with science: practices, challenges, and opportunities. Journal of Science Communication 9: A02.CrossRefGoogle Scholar
Lagarto, JR, Lopes, MDL (2018) Digital literacy teachers of the 2nd and 3rd cycles of Viseu (Portugal) County schools. Revista Brasileira de Educação 23.Google Scholar
Liu, J, Mooney, H, Hull, V, Davis, SJ, Gaskell, J, Hertel, T et al. (2015) Systems integration for global sustainability. Science 347: 1258832.CrossRefGoogle ScholarPubMed
Miller, JR (2005) Biodiversity conservation and the extinction of experience. Trends in Ecology & Evolution 20: 430434.CrossRefGoogle Scholar
Moscovici, S (1991) La nouvelle pensée magique. Bulletin de Psychologie 45: 301324.Google Scholar
Myers, N, Mittermeier, RA, Mittermeier, CG, da Fonseca, GAB, Kent, J (2000) Biodiversity hotspots for conservation priorities. Nature 403: 853858.CrossRefGoogle ScholarPubMed
Navarro-Perez, M, Tidball, KG (2012) Challenges of biodiversity education. International Electronic Journal of Environmental Education 2: 1330.Google Scholar
Novacek, MJ (2008) Engaging the public in biodiversity issues. Proceedings of the National Academy of Sciences of the United States of America 105: 1157111578.CrossRefGoogle ScholarPubMed
Pergams, OR, Zaradic, PA (2006) Is love of nature in the US becoming love of electronic media? 16-year downtrend in national park visits explained by watching movies, playing video games, Internet use, and oil prices. Journal of Environmental Management 80: 387393.CrossRefGoogle ScholarPubMed
Poelsch, G, Ribeiro, R (2010) Ancoragens e variações nas representações sociais da corrupção. Análise Social 196: 419445.Google Scholar
Ratinaud, P (2009) IRAMUTEQ: Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires [computer software]. URL http://www.iramuteq.org Google Scholar
Renn, O (2008) Risk Governance: Coping with Uncertainty in a Complex World. London, UK: Earthscan.CrossRefGoogle Scholar
Rockström, J, Steffen, W, Noone, K, Persson, Å, Chapin, FS III, Lambin, E et al. (2009) Planetary boundaries: exploring the safe operating space for humanity. Ecology and Society 14: 32.CrossRefGoogle Scholar
Selby, D, Kagawa, F (2018) Archipelagos of learning: environmental education on islands. Environmental Conservation 45: 137146.CrossRefGoogle Scholar
SREA (2019) Anuário Estatístico da Região Autónoma dos Açores. Serviço Regional de Estatística dos Açores [www document]. URL https://srea.azores.gov.pt/ Google Scholar
Vale, SFD, Maciel, RH (2019) The structure of students’ parents’ social representations of teachers. Trends in Psychology 27: 265278.Google Scholar
Wachelke, J, Wolter, R (2011) Critérios de construção e relato da análise prototípica para representações sociais. Psicologia: Teoria e Pesquisa 27: 521526.Google Scholar
Yli-Panula, E, Jeronen, E, Lemmetty, P, Pauna, A (2018) Teaching methods in biology promoting biodiversity education. Sustainability 10: 3812.CrossRefGoogle Scholar
Supplementary material: File

Picanço et al. supplementary material

Picanço et al. supplementary material

Download Picanço et al. supplementary material(File)
File 998.6 KB