Abstract
This chapter focuses on taking into consideration the knowledge of the audience when developing a program. I describe a research project in which middle level students (ages 11–14) knowledge of local plants and animals was assessed. The findings indicated that students were aware of local flora and fauna, but used common names. For example, when asked to identify a black rat snake students identified the organism as black snake or snake. In the discussion, I argue that this is the starting point at which conservation educators must start in their program design. Educators must take into account the conservation related knowledge of the community in which they work. People form emotional bonds and are familiar with local places. Those local places include the ecosystems and organisms of the area. The bonds and familiarity that form between people and their local environments do not form because people know the scientific name of an organism. The bonds form with the local natural community because people have a sense of where they live. From this basic idea, I describe the characteristics of Sense of Conservation and correlate them with the notion that people have emotional bonds and strongly felt beliefs about local nature that influence the value they place on conservation.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Association of Fish and Wildlife Agencies. (2015). Conservation education. Retrieved from http://www.fishwildlife.org/index.php?section=conservation_education.
Atran, S., & Medin, D. L. (2008). The native mind and the cultural construction of nature. Cambridge, MA: MIT Press.
Balmford, A., Clegg, L., Coulson, T., & Taylor, J. (2002). Why conservationists should heed Pokémon. Science, 295(5564), 2367.
Blatt, E., & Patrick, P. (2014). An exploration of pre-service teachers’ experiences in outdoor ‘places’ and intentions for teaching in the outdoors. International Journal of Science Education. Retrieved from http://dx.doi.org/10.1080/09500693.2014.918294.
Bogner, F. X. (2000). Environmental perceptions of Italian and some European non-Mediterranean pupil populations. Fresenius Environmental Bulletin, 9, 570–581.
Bogner, F. X., & Wiseman, M. (2004). Outdoor ecology education and pupils’ environmental perception in preservation and utilization. Science Education International, 15, 27–48.
Campos, C. M., Greco, S., Ciarlante, J. J., Balangione, M., Bender, J. B., Nates, J., et al. (2012). Students’ familiarity and initial contact with species in the Monte desert (Mendoza, Argentina). Journal of Arid Environments, 82, 98–105.
Chawla, L. (1998). Significant life experiences revisited: A review of research on sources of environmental sensitivity. Journal of Environmental Education, 29(3), 11–21.
Eagles, P., & Demare, R. (1999). Factors influencing children’s environmental attitudes. Journal of Environmental Education, 30, 33–37.
Falk, J. H., & Dierking, L. D. (2010). The 95 percent solution school is not where most Americans learn most of their science. American Scientist, 98(6), 486–493.
Fančovičová, J., & Prokop, P. (2010). Development and initial psychometric assessment of the plant attitude questionnaire. Journal of Science Education and Technology, 19(5), 415–421.
Gelman, S. A. (2009). Learning from others: Children’s construction of concepts. Annual Review of Psychology, 60, 115.
Hummon, D. (1992). Community attachment: Local sentiment and sense of place. In I. Altman & S. Low (Eds), (pp. 253–278), Place attachment. New York, NY: Plenum.
International Zoo Educators Association. (2015). Education: Conservation education. Retrieved from http://izea.net/education/conservation-education-theory-and-practice/.
Jacobson, S. K., McDuff, M. D., & Monroe, M. C. (2006). Conservation education and outreach techniques. New York: Oxford.
Jensen, E. (2014). Evaluating children’s conservation biology learning at the zoo. Conservation Biology, 28(4), 1004–1011.
Jones, M., Weitkamp, E., Kimberlee, R., Salmon, D., & Orme, J. (2012). Realizing a holistic approach to food through school gardens and growing activities. Children Youth and Environments, 22(1), 75–98.
Kellert, S., & Wilson, E. (1993). The biophilia hypothesis. Washington, DC: Island Press.
Korhonen, K., & Lappalainen, A. (2004). Examining the environment awareness of children and adolescents in the Ranomafana region, Madagascar. Environmental Education Research, 10(2), 195–216.
Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2011). Paradigmatic controversies, contradictions, and emerging confluences, revisited. The Sage Handbook of Qualitative Research, 4, 97–128.
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(6), 655–677.
Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books.
Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004). Reasoning as a scientist: Ways of helping children to use language to learn science. British Educational Research Journal, 30(3), 359–377.
Nabhan, G. P., & Trimble, S. (1994). The geography of childhood: Why children need wild places?. Boston, Massachusetts, USA: Beacon Press.
Ollerenshaw, C., & Ritchie, R. (1998). Primary science: Making it work. London: David Fulton.
Padmanaba, M., Sheil, D., Basuki, I., & Liswanti, N. (2013). Accessing local knowledge to identify where species of conservation concern occur in a tropical forest landscape. Environmental Management, 52(2), 348–359.
Palmer, J., Suggate, J., Bajd, B., & Tsaliki, E. (1998). Significant influences on the development of adults’ environmental awareness in the UK, Slovenia and Greece. Environmental Education Research, 4(4), 429–444.
Passey, R., Marian, M., & Reed, F. (2010). Impact of school gardening on learning. Final Report submitted to the Royal Horticultural Society. Slough: National Foundation for Educational Research.
Patrick, P., & Tunnicliffe, S. (2011). What plants and animals do early childhood and primary students’ name? Where do they see them? Special Issue: Early Childhood and Nursery School Education. Journal of Science Education and Technology, 20, 630–642.
Patrick, P., & Tunnicliffe, S. (2013). Zoo talk. New York, NY: Springer.
Patrick, P., Byrne, J., Tunnicliffe, S. D., Ferreira, C., Silva, C., Tracana, R., et al. (2013). Students (ages 6, 10, and 15 years) in six countries knowledge of animals. NorDiNa: Nordic Studies in Science Education, 9(1), 18–32.
Pilgrim, S., Smith, D. J., & Pretty, J. (2007). A cross-regional assessment of the factors affecting ecoliteracy: Implications for policy and practice. Ecological Applications, 17(6), 1742–1751.
Pilgrim, S., Cullen, L., Smith, D. J., & Pretty, J. (2008). Ecological knowledge is lost in wealthier communities and countries. Environmental Science and Technology, 42(4), 1004–1009.
Ryman, D. (1974). Childrens’ understanding of the classification of living organisms. Journal of Biological Education, 8(3), 140–144.
Shepardson, D. P., Wee, B., Priddy, M., & Harbor, J. (2007). Students’ mental models of the environment. Journal of Research in Science Teaching, 44(2), 327–348.
Sorin, R., & Gordon, I. J. (2010). Frogs in the drain—children’s perceptions of the tropical landscape. Etropic: Electronic Journal of Studies in the Tropics, 9, 1–15.
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.
Ugulu, I., & Aydin, Y. (2011). Reseach in students’ traditional knowledge about medicinal plants: Case study of high schools in Izmir, Turkey. Journal of Applied Pharmaceutical Science, 1(9), 43–46.
Ugulu, I., Aydin, H., Yorek, N., & Dogan, Y. (2008). The impact of endemism concept on environmental attitudes of secondary school students. Natura Montenegrina, 7(3), 165–173.
United States Department of Agriculture Forest Service. (2015). Conservation education. Retrieved from http://www.fs.usda.gov/conservationeducation.
Wagoner, B., & Jensen, E. (2010). Science learning at the zoo: Evaluating children’s developing understanding of animals and their habitats. Psychology & Society, 3(1), 65–76.
Williams, D. R., & Stewart, S. I. (1998). Sense of place: An elusive concept that is finding a home in ecosystem management. Journal of Forestry, 96(5), 18–23.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this chapter
Cite this chapter
Patrick, P.G. (2017). Sense of Conservation: When Is a Black Rat Snake (Elaphe obsolete) Really Just a Snake?. In: Patrick, P. (eds) Preparing Informal Science Educators. Springer, Cham. https://doi.org/10.1007/978-3-319-50398-1_27
Download citation
DOI: https://doi.org/10.1007/978-3-319-50398-1_27
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-50396-7
Online ISBN: 978-3-319-50398-1
eBook Packages: EducationEducation (R0)