Archives
Current issue
About
About us
Aims and Scope
Abstracting and Indexing
Editorial Office
Open Access Policy
Publication Ethics
Journal History
Publisher
Follow us: Twitter
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licencing
Publication Fees
Fee Waiver Policy for Doctoral Students
EJMSTE Language Editing Service
More
Statistics
Special Issues
Special Issue Announcements
Published Special Issues
RESEARCH PAPER
Like Father, Like Son? On the Relationship between Parents’ and Children’s Familiarity with Species and Sources of Knowledge about Plants and Animals
1
Pädagogische Hochschule Karlsruhe, Karlsruhe, GERMANY
Publication date: 2018-06-14
EURASIA J. Math., Sci Tech. Ed 2018;14(10):em1581
KEYWORDS
ABSTRACT
This study investigates whether parents consider themselves vital in transmitting species knowledge to their children, whether children’s familiarity with species is actually related to that of their parents, and whether socio-demographic variables influence this relationship. Data were collected with the help of a picture test and a questionnaire. Overall, 402 parent-child-pairs participated in the study. Parents regarded themselves as main transmitters of species knowledge to their 5-11 year old children, but considered school education and outdoor experiences also important. While parents identified 29% of the plants and 35% of the animals presented to them, their children identified only 17% of the plants and 22% of the animals. Parents’ and children’s familiarity with species was positively related. However, the relationship was stronger for plants than for animals. Children’s familiarity with species was also positively related to age, interest in nature and, in case of plants, rurality of their places of living.
REFERENCES (56)
1.
Balmford, A., & Cowling, R. M. (2006). Fusion or failure? The future of conservation biology. Conservation Biology, 20, 692-695. https://doi.org/10.1111/j.1523....
2.
Balmford, A., Clegg, L., Coulson, T., & Taylor, J. (2002). Why conservationists should heed Pokémon. Science, 295, 2367. https://doi.org/10.1126/scienc....
3.
Bebbington, A. (2005). The ability of A-level students to name plants. Journal of Biological Education, 39, 63-67. https://doi.org/10.1080/002192....
4.
Bilton, D. T. (2014). What’s in a name? What have taxonomy and systematics ever done for us? Journal of Biological Education, 48, 116-118. https://doi.org/10.1080/002192....
5.
Bjerke, T., Kaltenborn, B. P., & Ødegårdstuen, T. S. (2001). Animal-related activities and appreciation of animals among children and adolescents. Anthrozoos, 14, 86-94. https://doi.org/10.2752/089279....
6.
Chand, V. S., & Shulka, S. R. (2003). ‘Biodiversity contests’: indigenously informed and transformed environmental education. Applied Environmental Education & Communication, 2, 229-236. https://doi.org/10.1080/153301....
7.
Chawla, L. (2006). Research methods to investigate significant life experiences: review and recommendations. Environmental Education Research, 12, 359-374. https://doi.org/10.1080/135046....
8.
Chawla, L. (2008). Participation and the ecology of environmental awareness and action. In A. Reid, B. Bruun Jensen, J. Nikel, & V. Simovska (Eds.), Participation and learning (pp. 98-110). Dordrecht, The Netherlands: Springer.
9.
Crawley, M. J. (2005). Statistics. An introduction using R. Chichester, UK: Wiley.
10.
Drea, S. (2011). The end of the botany degree in the UK. Bioscience Education, 17, 1-7. https://doi.org/10.3108/beej.1....
11.
Eschenhagen, D. (1982). Untersuchungen zu Tierkenntnissen von Schülern [Studies on taxonomic knowledge of students]. Unterricht Biologie, 68(6), 41-44.
12.
Fančovičová, J. & Prokop, P. (2010). Development and initial psychometric assessment of the plant attitude questionnaire. Journal of Science Education and Technology, 19, 415-421. https://doi.org/10.1007/s10956....
13.
Fančovičová, J. & Prokop, P. (2011). Plants have a chance: outdoor educational programmes alter student’s knowledge and attitudes towards plants. Environmental Education Research, 17, 537-551. https://doi.org/10.1080/135046....
14.
Fančovičová, J., Prokop, P., Šorgo, A., Lamanauskas, V., Šašić, S. Š., Ersozlu, Z. N., ... Bilek, M. (2018). Effects of hands-on activities on conservation, disgust and knowledge of woodlice. Eurasia Journal of Mathematics, Science and Technology Education, 14, 721-729. https://doi.org/10.12973/ejmst....
15.
Flannery, M. C. (1991). Considering plants. The American Biology Teacher, 53(5), 306-309.
16.
Fritsch, E. M., & Dreesmann, D. C. (2015). Secondary school students’ and their parents’ knowledge and interest in crop plants: why should we care? International Journal of Environmental and Science Education, 10(6), 891-904.
17.
Gatt, S., Tunnicliffe, S. D., Borg, K., & Lautier, K. (2007). Young Maltese children’s ideas about plants. Journal of Biological Education, 41, 117-122. https://doi.org/10.1080/002192....
18.
Hershey, D. R. (1996). A historical perspective on problems in botany teaching. The American Biology Teacher, 58(6), 340-347.
19.
Hesse, M. (1984). “Artenkenntnis” in der Sekundarstufe 1 (Hauptschule) [Taxonomic knowledge in secondary school]. Naturwissenschaften im Unterricht Biologie, 32(5), 163-165.
20.
Hsu, S. J. (2009). Significant life experiences affect environmental action: A confirmation study in eastern Taiwan. Environmental Education Research, 15, 497-517. https://doi.org/10.1080/135046....
21.
Jäkel, L. (1992). Lernvoraussetzungen von Schülern in bezug auf Sippenkenntnis [Learning requirements of students related to taxonomic knowledge]. Unterricht Biologie, 16(172), 40-41.
22.
Kandler, M. (2011). Bildung für künftige Generationen – Bildung für nachhaltige Entwicklung [Education for the next generations – education for sustainability]. In T. Eckert, A. von Hippel, M. Pietraß, & B. Schmidt-Hertha (Eds.), Bildung der Generationen (pp. 171-184). Wiesbaden, Germany: Verlag für Sozialwissenschaften.
23.
Kellert, S. R. (1985). Attitudes toward animals: Age-related development among children. In M. W. Fox, & L. D. Mickley (Eds.), Advances in animal welfare science (pp. 43-60). Dordrecht, The Netherlands: Springer.
24.
Leather, S. R., & Quicke, D. J. (2009). Where would Darwin have been without taxonomy? Journal of Biological Education, 43, 51-52. https://doi.org/10.1080/002192....
25.
Leather, S. R., & Quicke, D. J. (2010). Do shifting baselines in natural history knowledge threaten the environment? The Environmentalist, 30, 1-2. https://doi.org/10.1007/s10669....
26.
Lindemann-Matthies, P. (2002). Wahrnehmung biologischer Vielfalt im Siedlungsraum durch Schweizer Kinder [Children’s everyday-life perception of biodiversity]. In R. Klee, & H. Bayrhuber (Eds.), Lehr- und Lernforschung in der Biologiedidaktik (pp. 117-130). Innsbruck, Austria: Studienverlag.
27.
Lindemann-Matthies, P. (2005). ‘Loveable’ mammals and ‘lifeless’ plants: how children’s interest in common local organisms can be enhanced through observation of nature. International Journal of Science Education, 27, 655-677. https://doi.org/10.1080/095006....
28.
Lindemann-Matthies, P. (2006). Investigating nature on the way to school: responses to an educational programme by teachers and their pupils. International Journal of Science Education, 28, 895-918. https://doi.org/10.1080/106705....
29.
Lindemann-Matthies, P., & Bose, E. (2008). How many species are there? Public understanding and awareness of biodiversity in Switzerland. Human Ecology, 36, 731-742. https://doi.org/10.1007/s10745....
30.
Lindemann-Matthies, P., Kirchhein, J., & Matthies, D. (2004). Perception of plant diversity by children and their parents. Verhandlungen der Gesellschaft für Ökologie, 34, 416.
31.
Lindemann-Matthies, P., Remmele, M., & Yli-Panula, E. (2017). Professional competence of student teachers to implement species identification in school – a case study from Germany. CEPS Journal, 7(1), 29-47.
32.
Louv, R. (2006). Last child in the woods. Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin books of Chapel Hill.
33.
Löwe, B. (1992). Biologieunterricht und Schülerinteresse an Biologie [Biology education and students’ interest in biology]. Weinheim, Germany: Deutscher Studien Verlag.
34.
Lückmann, K., & Menzel, S. (2014). Herbs versus trees: influences on teenagers’ knowledge of plant species. Journal of Biological Education, 48, 80-90. https://doi.org/10.1080/002192....
35.
Miller, J. R. (2005). Biodiversity conservation and the extinction of experience. Trends in Ecology and Evolution, 220, 430-434. https://doi.org/10.1016/j.tree....
36.
Nature (2016). Gotta name them all: how Pokémon can transform taxonomy (Editorial). Nature, 535(7612), 323-324.
37.
Palmberg, I., Berg, I., Jeronen, E., Kärkkäinen, S., Norrgård-Sillanpää, P., ... Yli-Panula, E. (2015). Nordic–Baltic student teachers’ identification of and interest in plant and animal species: the importance of species identification and biodiversity for sustainable development. Journal of Science Teacher Education, 26, 549-571. https://doi.org/10.1007/s10972....
38.
Patrick, P., & Tunnicliffe, S. (2011). What plants and animals do early childhood and primary students name? Where do they see them? Journal of Science Education and Technology, 20, 630-642. https://doi.org/10.1007/s10956....
39.
Patrick, P., Byrne, J., Tunnicliffe, S. D., Asunta, T., Carvalho, G., Havu-Nuutinen, S., … & Tracana, R. B. (2013). Students (ages 6, 10, 15 years) in six countries knowledge of animals. Nordic Studies in Science Education, 9, 18-32. https://doi.org/10.5617/nordin....
40.
Pauly, D. (1995). Anecdotes and the shifting baseline syndrome of fisheries. Trends in Ecology and Evolution, 10, 430. https://doi.org/10.1016/S0169-....
41.
Pfeiffer, V. D., Scheiter, K., Kühl, T., & Gemballa, S. (2011). Learning how to identify species in a situated learning scenario: using dynamic-static visualizations to prepare students for their visit to the aquarium. Eurasia Journal of Mathematics, Science & Technology Education, 7, 135-147. https://doi.org/10.23668/psych....
42.
Piaget, J., & Inhelder, B. (1983). Die Psychologie des Kindes [The psychology of the child]. Frankfurt am Main, Germany: Fischer Taschenbuch Verlag.
43.
Pilgrim, S. E., Cullen, L. C., Smith, D. J., & Pretty, J. (2008). Ecological knowledge is lost in wealthier communities and countries. Environmental Science & Technology, 42, 1004-1009. https://doi.org/10.1021/es0708....
44.
Prokop, P., & Fančovičová, J. (2013). Does colour matter? The influence of animal warning coloration on human emotions and willingness to protect them. Animal Conservation, 16, 458-466. https://doi.org/10.1111/acv.12....
45.
Prokop, P., & Fančovičová, J. (2017). The effect of hands-on activities on children’s knowledge and disgust for animals. Journal of Biological Education, 51, 305-314. https://doi.org/10.1080/002192....
46.
Schenk-Danzinger, L. (1983). Entwicklungspsychologie [Environmental psychology]. Vienna, Austria: Österreichischer Bundesverlag.
47.
Scherf, G. (1988) Kenntnis häufiger Pflanzen des Straßenrandes und Vorstellungen über Pflanzen bei 9-12jährigen Schülern und bei jungen Erwachsenen (Lehramtstudenten und Schülern einer Fachakademie für Sozialpädagogik) [Knowledge of common roadside plants and ideas about plants of 9-12 year old students and young adults (students of a teachers’ training college and students of an academy of social work)]. Sachunterricht und Mathematik in der Primarstufe, 16(9), 196-204.
48.
Scott, G. W., Goulder, R., Wheeler, P., Scott, L. J., Tobin, M. L., & Marsham, S. (2012). The value of fieldwork in life and environmental sciences in the context of higher education: a case study in learning about biodiversity. Journal of Science Education and Technology, 21, 11-21. https://doi.org/10.1007/s10956....
49.
Setalaphruk, C., & Price, L. L. (2007). Children’s traditional ecological knowledge of wild food resources: a case study in a rural village in Northeast Thailand. Journal of Ethnobiology and Ethnomedicine, 3, 33. https://doi.org/10.1186/1746-4....
50.
Tanner, T. (1980). Significant life experiences: A new research area in environmental education. Journal of Environmental Education, 11, 20-24. https://doi.org/10.1080/009589....
51.
Tunnicliffe, S. D., & Reiss, M. J. (1999). Building a model of the environment: how do children see animals? Journal of Biological Education, 33, 142-148. https://doi.org/10.1080/002192....
52.
Tunnicliffe, S. D., & Reiss, M. J. (2000). Building a model of the environment: how do children see plants? Journal of Biological Education, 34, 172-177. https://doi.org/10.1080/002192....
53.
Tunnicliffe, S. D., Gatt, S., Agius, C., & Pizzuto, S. A. (2008). Animals in the lives of young Maltese Children. Eurasia Journal of Mathematics, Science & Technology Education, 4(3), 215-221.
54.
Wandersee, J. H. (1986). Plants or animals - which do junior high school students prefer to study? Journal of Research in Science Teaching, 23, 415-426. https://doi.org/10.1002/tea.36....
55.
Wandersee, J. H., & Schussler, E. E. (1999). Preventing plant blindness. The American Biology Teacher, 61(2), 84-86.
56.
Wandersee, J. H., & Schussler, E. E. (2001). Toward a theory of plant blindness. Plant Science Bulletin, 47(1), 2-9.
Share
RELATED ARTICLE
| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
