Making decisions about biological conservation issues in peer group discussion.
Making decisions about biological conservation issues in peer group discussion.
An understanding of biological conservation is an essential component of sustainable development education, and the basis of this understanding is laid down in formal school science education. This study explores the value of group discussion, and the use of biological concepts and personal values among 15-16 year old pupils, while making decisions about two conservation scenarios. Most pupils modified their solutions to the problems as a result of peer group discussion. Preliminary findings indicate that there are some highly relevant biological concepts, particularly those relating to genetics, energy flow and nutrient cycling, which pupils do not regard as important in making decisions about conservation, and these need to be more explicitly linked together in the curriculum. Values considerations were more noticeable than biological concepts, and the findings suggest a conception of conservation management education that integrates concepts and values.
conservation, education, peer-groups, decision-making
1402014120
241-247
Kluwer Academic Publishers
Grace, Marcus
bb019e62-4134-4f74-9e2c-d235a6f89b97
Ratcliffe, Mary
23eb1e68-67a1-4b73-ad0e-925dcb12e5e8
2003
Grace, Marcus
bb019e62-4134-4f74-9e2c-d235a6f89b97
Ratcliffe, Mary
23eb1e68-67a1-4b73-ad0e-925dcb12e5e8
Grace, Marcus and Ratcliffe, Mary
(2003)
Making decisions about biological conservation issues in peer group discussion.
In,
Psillos, D., Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G. and Kallery, M.
(eds.)
Science Education Research in the Knowledge-Based Society.
Dordrecht, The Netherlands.
Kluwer Academic Publishers, .
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Abstract
An understanding of biological conservation is an essential component of sustainable development education, and the basis of this understanding is laid down in formal school science education. This study explores the value of group discussion, and the use of biological concepts and personal values among 15-16 year old pupils, while making decisions about two conservation scenarios. Most pupils modified their solutions to the problems as a result of peer group discussion. Preliminary findings indicate that there are some highly relevant biological concepts, particularly those relating to genetics, energy flow and nutrient cycling, which pupils do not regard as important in making decisions about conservation, and these need to be more explicitly linked together in the curriculum. Values considerations were more noticeable than biological concepts, and the findings suggest a conception of conservation management education that integrates concepts and values.
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Published date: 2003
Keywords:
conservation, education, peer-groups, decision-making
Identifiers
Local EPrints ID: 12658
URI: http://eprints.soton.ac.uk/id/eprint/12658
ISBN: 1402014120
PURE UUID: 38fda9ff-f522-4894-bfc7-86f93508fc5f
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Date deposited: 13 Dec 2004
Last modified: 16 Mar 2024 02:43
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Contributors
Author:
Mary Ratcliffe
Editor:
D. Psillos
Editor:
P. Kariotoglou
Editor:
V. Tselfes
Editor:
E. Hatzikraniotis
Editor:
G. Fassoulopoulos
Editor:
M. Kallery
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