Distribution of the opinions of the surveyed teachers regarding different proposals for the definition of biodiversity. V1: Biodiversity refers to all species and living beings on earth or in a specific ecosystem; V2: Biodiversity includes both the different species and forms of life (animal, plant, entomological, and other) and their variability (i.e., their evolution dynamics in their ecosystems); V3: It refers to the variety of constituent elements of life.

Contexts in source publication

Context 1

... highlights the importance of strong and tailored professional training to develop positive representations and increased awareness of biodiversity among teachers. Figure 10. Barometer of the different methods of respondentsʹ responses to the conception attributed to biodiversity to their vocational training. ...

Context 2

... concordance is expressed to the two types of conceptual representations V1 and V2 of biodiversity among the three proposed (Figure 1), by the vast majority of primary and secondary surveyed teachers (more than 70% of respondents). The results (Figure 1) show that the majority of surveyed teachers conceive biodiversity in its broadest conception. ...

Context 3

... concordance is expressed to the two types of conceptual representations V1 and V2 of biodiversity among the three proposed (Figure 1), by the vast majority of primary and secondary surveyed teachers (more than 70% of respondents). The results (Figure 1) show that the majority of surveyed teachers conceive biodiversity in its broadest conception. They integrate several levels of organization of biodiversity namely specific, ecosystem, and genetic diversity without forgetting the Primary school Secondary school functional diversity and the evolutionary and inter-and intra-relational aspects of species. ...

Context 4

... the conception of biodiversity as ʺecosystem diversityʺ is in the majority among both categories of teachers because most respondents expressed their agreement with statement V1 and their disagreement with statement V3 which considers biodiversity nothing more than ʺspecific diversityʺ (Figure 1). The conceptual representation of ʺbiodiversityʺ with these three levels of organization (specific, ecosystem, and genetic) [35] is enriched by the presence in the school curricula of the subjects taught by the respondents. ...

Context 5

... training programs focusing on environmental and biodiversity education can help teachers acquire new knowledge and skills, change their attitudes and adopt more biodiversity-friendly pedagogical practices [1]. Thus, teachers who have benefited from biodiversity-specific professional training (Figure 10), have more positive representations than those who have not had this opportunity. ...