| More

Η περιβαλλοντική εκπαίδευση ως πλαίσιο αντιμετώπισης του φαινομένου «Τυφλότητα Απέναντι στα Φυτά»

Views: 145 Downloads: 87
Αλέξανδρος Αμπράζης (https://orcid.org/0000-0002-7112-3222), Πηνελόπη Παπαδοπούλου (https://orcid.org/0000-0001-9644-8798)
Αλέξανδρος Αμπράζης, Πηνελόπη Παπαδοπούλου

Περίληψη


Σημαντικός αριθμός μελετών τα τελευταία χρόνια επιβεβαιώνει το μειωμένο ενδιαφέρον των ανθρώπων για τους φυτικούς οργανισμούς. Το φαινόμενο αυτό ονομάζεται τυφλότητα απέναντι στα φυτά (Plant Blindness) και μεταξύ άλλων περιλαμβάνει την παράβλεψη των φυτών μέσα στον περιβάλλοντα χώρο και την έλλειψη αναγνώρισης των λειτουργικών τους ρόλων στο οικοσύστημα. Σκοπός της παρούσας έρευνας είναι να προσδιοριστεί η επίδραση της περιβαλλοντικής εκπαίδευσης, όπως αυτή προσφέρεται μέσω προγραμμάτων σχολικών δραστηριοτήτων και ακαδημαϊκών μαθημάτων στις τρεις βαθμίδες ελληνικής εκπαίδευσης, στη μείωση της έντασης του φαινομένου. Συνολικά 1237 μαθητές πρωτοβάθμιας, δευτεροβάθμιας και φοιτητές τριτοβάθμιας εκπαίδευσης συμμετείχαν στην έρευνα συμπληρώνοντας ερωτηματολόγιο. Σύμφωνα με τα αποτελέσματα, η περιβαλλοντική εκπαίδευση φαίνεται να συμβάλει στον περιορισμό της τυφλότητας απέναντι στα φυτά καθώς επιδρά στο σύνολο των παραμέτρων που προσδιορίζουν το φαινόμενο. Το συγκεκριμένο εύρημα αναδεικνύει εκ νέου την περιβαλλοντική εκπαίδευση ως πολύτιμο διδακτικό πλαίσιο και φέρνει στο προσκήνιο τη δυνατότητα περαιτέρω εμπλουτισμού της με σύγχρονες εκπαιδευτικές προσεγγίσεις όπως η «βασισμένη στον τόπο εκπαίδευση» και οι «βιώσιμα προσανατολισμένες οικολογίες μάθησης».


Λέξεις κλειδιά


Διηλικιακή μελέτη; στάσεις; φυτικοί οργανισμοί; βιώσιμη ανάπτυξη

Πλήρες Κείμενο:

PDF

Αναφορές


Abdolmohammadi, M. J., & Reeves, M. F. (2000). Effects of education and intervention on business students’ ethical cognition: A cross sectional and longitudinal study. Teaching Business Ethics, 4(3), 269-284.

Amprazis, A., & Papadopoulou, P. (2018). Primary school curriculum contributing to plant blindness: Assessment through the biodiversity perspective. Advances in Ecological and Environmental Research, 3(11), 238-256.

Amprazis, A., Papadopoulou, P., & Malandrakis, G. (2019). Plant blindness and children’s recognition of plants as living things: A research in the primary schools context. Journal of Biological Education, 1–16.

Amprazis, A., & Papadopoulou, P. (2020). Plant Blindness: A Faddish Research Interest or a Substantive Impediment to achieve Sustainable Development Goals? Environmental Education Research, 3(11), 238-256.

Anderson, D., Piscitelli, B., Weier, K., Everett, M., & Tayler, C. (2002). Children's museum experiences: Identifying powerful mediators of learning. Curator: The Museum Journal, 45(3), 213-231.

Ardoin, N. M. (2006). Toward an interdisciplinary understanding of place: Lessons for environmental education. Canadian Journal of Environmental Education, 11(1), 112-126.

Balas, B. & Momsen, J. (2014). Attention “blinks” differently for plants and animals. Life Sciences Education, 13(3), 437-443.

Batke, S. P., Dallimore, T., & Bostock, J. (2020). Understanding Plant Blindness–Students’ Inherent Interest of Plants in Higher Education. Journal of Plant Sciences, 8(4), 98-105.

Bertling, J. G. (2018). Non-place and the future of place-based education. Environmental Education Research 24(11), 1627-1630.

Bono, R., Blanca, M. J., Arnau, J., & Gómez-Benito, J. (2017). Non-normal distributions commonly used in health, education, and social sciences: a systematic review. Frontiers in Psychology, 8, 1602-1608.

Borsos, E. (2018). The gamification of elementary school biology: a case study on increasing understanding of plants. Journal of Biological Education, 53(5), 492-505.

Bozniak, E. C. (1994). Challenges facing plant biology teaching programs. Plant Science Bulletin, 40(2): 42-46.

Bebbington, A. (2005). The ability of A-level students to name plants. Journal of Biological Education, 39(2), 63–67.

Brulé, L., Labrell, F., Megalakaki, O., Fouquet, N., & Caillies, S. (2014). Children's justifications of plants as living things between 5 and 7 years of age. European Journal of Developmental Psychology, 11(5), 532-545.

Çìl, E. (2015). Instructional integration of disciplines for promoting children’s positive attitudes towards plants. Journal of Biological Education, 50(4), 366-383.

Cocks, M. (2006). Biocultural diversity: moving beyond the realm of ‘indigenous’ and ‘local’people. Human Ecology, 34(2), 185-200.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

Dantsis, T., Douma, C., Giourga, C., Loumou, A., & Polychronaki, E. A. (2010). A methodological approach to assess and compare the sustainability level of agricultural plant production systems. Ecological indicators, 10(2), 256-263.

DeGroot, R.S., Wilson, A.M., Boumans, M.J.R. (2002). A Typology for the Classification, Description and Valuation of Ecosystem Functions, Goods and Services. Special Issue on “The Dynamics and Value of Ecosystem Services: Integrating Economic and Ecological Perspectives”. Pages 393-408. Ecological Economics.

Deringer, S. A. (2017). Mindful place-based education: Mapping the literature. Journal of Experiential Education, 40(4), 333-348.

DiEnno, C. M., & Hilton, S. C. (2005). High school students' knowledge, attitudes, and levels of enjoyment of an environmental education unit on nonnative plants. Journal of Environmental Education, 37(1), 13-25.

Fancovicova, J. & Prokop, P. (2011) Plants have a chance: outdoor educational programmes alter students' knowledge and attitudes towards plants. Environmental Education Research, 17(4), 537-551.

Frisch, J. K., Unwin, M. M., & Saunders, G. W. (2010). Name that plant! Overcoming plant blindness and developing a sense of place using science and environmental education. In The inclusion of environmental education in science teacher education (pp. 143-157). Springer, Dordrecht.

Ghosh, M., & Singh, S. P. (2005). A review on phytoremediation of heavy metals and utilization of it’s by products. Asian J Energy Environ, 6(4), 18.

Hershey, D., R. (1996). A historical perspective on problems in botany teaching. The American Biology Teacher 58(6), 340–347.

Hershey, D. R. (2005). Plant content in the national science education standards. Ανακτήθηκε από http://www.actionbioscience.org/education/hershey2.html?print%201%20/% 2016

Hoekstra, B. (2000). Plant Blindness - The ultimate challenge to botanists. The American biology teacher, 62(2), 82-83.

Kinchin, I. 1999. Investigating secondary-school girls’ preferences for animals or plants: A simple ‘head-to-head’ comparison using two unfamiliar organisms. Journal of Biological Education, 33(2), 95-9.

Kissi, L., & Dreesmann, D. (2018). Plant visibility through mobile learning? Implementation and evaluation of an interactive Flower Hunt in a botanic garden. Journal of Biological Education, 52(4), 344-363.

Krosnick, S. E., Baker, J. C., & Moore, K. R. (2018). The Pet Plant Project: Treating Plant Blindness by Making Plants Personal. The American Biology Teacher, 80(5), 339-345.

Leopold, A. (1949). A sand country almanac. Ballantine Books.

Lewis, W. H., & Elvin-Lewis, M. P. (2003). Medical botany: plants affecting human health. John Wiley & Sons.

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.

Link-Perez, M., A., Dollo, V., H., Weber, K., M., and Schussler, E., E. (2009). “What’s in a Name: Differential Labeling of Plant and Animal Photographs in two Nationally Syndicated Elementary Science Textbook Series.” International Journal of Science Education, 32(9), 1227-1242.

Loh, J., & Harmon, D. (2005). A global index of biocultural diversity. Ecological Ιndicators, 5(3), 231-241.

Μανέτας, Γ. (2011). Τι θα έβλεπε η Αλίκη στη χώρα των φυτών. Εκδόσεις Πανεπιστημίου Κρήτης.

Μανέτας, Γ. (2014). Περί φυτών αφηγήματα. Εκδόσεις Πανεπιστημίου Κρήτης.

Morris, C. (1964). The rights and duties of beasts and trees: A Teacher's essay for landscape architects. Journal of Legal Education, 17, 189-191.

Nikodinoska, N., Cesaro, L., Romano, R., & Paletto, A. (2018). Sustainability metrics for renewable energy production: Analysis of biomass-based energy plants in Italy. Journal of Renewable and Sustainable Energy, 10(4), 043104.

Osborne, J. W., & Costello, A. B. (2004). Sample size and subject to item ratio in principal components analysis. Practical Assessment, Research, and Evaluation, 9(1), 11.

Prokop, P., & Fančovičová, J. (2019). The perception of toxic and non-toxic plants by children and adolescents with regard to gender: implications for teaching botany. Journal of Biological Education, 53(4), 463-473.

Rindfleisch, A., Malter, A. J., Ganesan, S., & Moorman, C. (2008). Cross-sectional versus longitudinal survey research: Concepts, findings, and guidelines. Journal of Marketing Research, 45(3), 261-279.

Schussler, E., & Olzak, L. (2008). It’s not easy being green: Student recall of plant and animal images. Journal of Biological Education 42(3), 112-118.

Sen, T., & Samanta, S. K. (2014). Medicinal plants, human health and biodiversity: a broad review. In Biotechnological applications of biodiversity (pp. 59-110). Springer, Berlin, Heidelberg.

Sharrock, S., & Jackson, P. W. (2017). Plant Conservation and the Sustainable Development Goals: A Policy Paper Prepared for the Global Partnership for Plant Conservation1. Annals of the Missouri Botanical Garden, 102(2), 290-303.

Singh, K. (2007). Quantitative Social Research Methods. London: Sage Publications.

Smith, G. A. (2002). Place-based education: Learning to be where we are. Phi Delta Kappan, 83(8), 584-594.

Stagg, B. C., & Verde, M. F. (2018). Story of a Seed: educational theatre improves students’ comprehension of plant reproduction and attitudes to plants in primary science education. Research in Science & Technological Education, 37(1), 15-35.

Stern, K., Bidlack, J., & Jansky, S. (2008). Introductory plant biology. New York: McGraw-Hill.

Stone, C. (1972). Should Trees Have Standing? Toward Legal Rights for Natural Objects. Oxford University Press.

Strgar, J. (2007). Increasing the interest of students in plants. Journal of Biological Education 42(1), 19-23.

Thomas, H., Ougham, H. and Sanders, D. (2021), "Plant blindness and sustainability", International Journal of Sustainability in Higher Education, Vol. ahead-of-print No. ahead-of-print.

Torres-Porras, J., & Alcántara-Manzanares, J. (2019). Are plants living beings? Biases in the interpretation of landscape features by pre-service teachers. Journal of Biological Education, 53, 1–11.

Villarroel, J. D., & Infante, G. (2014). Early understanding of the concept of living things: An examination of young children’s drawings of plant life. Journal of Biological Education, 48(3), 119-126.

Wals, A. (2019) Sustainability-oriented ecologies of learning. In: Learning ecologies: Sightings, possibilities, and emerging practices Ronald Barnett and Norman Jackson (Eds.), London: Taylor & Francis. p. 61–78.

Wals, A. E., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence between science and environmental education. Science, 344(6184), 583-584.

Wandersee, J., & Schussler, Ε. (2001). Toward a theory of plant blindness. Plant Science Bulletin, 47(1), 2-9.

Wandersee, J. H., Clary, R. M., & Guzman, S. M. (2006). A Writing Template, for Probing Students' Botanical Sense of Place. The American Biology Teacher, 68(7), 419-422.

Υπουργείο Παιδείας και Θρησκευμάτων (2020). Εγκύκλιος 137053/ΓΔ4/09-10-2020 με θέμα: ‘‘Σχεδιασμός και υλοποίηση προγραμμάτων σχολικών δραστηριοτήτων (Περιβαλλοντική Εκπαίδευση, Αγωγή Υγείας, Πολιτιστικών Θεμάτων) για το σχολικό έτος 2012-2013’’.


Εισερχόμενη Αναφορά

  • Δεν υπάρχουν προς το παρόν εισερχόμενες αναφορές.


Copyright (c) 2021 Περιβαλλοντική Εκπαίδευση για την Αειφορία

Creative Commons License
Η χρήση του περιεχομένου καθορίζεται από την άδεια Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.