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p style="text-align: justify;">In teaching, students' representations could constitute an obstacle to the construction of scientific knowledge and are often considered stable cognitive structures whose organization is sought to be inferred through questionnaires and interviews. This study aims at identifying and analyzing high school students’ repr...
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Context 1
... sample of students surveyed had a gender distribution of 59.2% males and 143.7% females, for a total of 202 respondents. They had a rural or urban educational background (Table 1) and a grade level of 2nd year Baccalaureate (Table 2). ...Context 2
... of the students' responses to the question, "What does the term 'biodiversity' mean to you? allowed us to identify the different combinations of responses classified in Table 2. These combinations (Table 4) allow us to determine the percentage of students who mentioned one, two, or three biodiversity dimensions in their responses ( Figure 3): Figure 3 shows that 47.27% of the participants stated that biodiversity is limited to species diversity, while 25.45% indicated both species and ecosystem diversity when discussing biodiversity. ...Context 3
... sample of students surveyed had a gender distribution of 59.2% males and 143.7% females, for a total of 202 respondents. They had a rural or urban educational background (Table 1) and a grade level of 2nd year Baccalaureate (Table 2). ...Context 4
... of the students' responses to the question, "What does the term 'biodiversity' mean to you? allowed us to identify the different combinations of responses classified in Table 2. These combinations (Table 4) allow us to determine the percentage of students who mentioned one, two, or three biodiversity dimensions in their responses ( Figure 3): Figure 3 shows that 47.27% of the participants stated that biodiversity is limited to species diversity, while 25.45% indicated both species and ecosystem diversity when discussing biodiversity. ...Citations
... However, research shows that pupils and students often have misconceptions or incomplete views on biodiversity, including the classification of living organisms, their diversity and hierarchies, and difficulties in understanding the concept of biodiversity itself (Braund, 1991(Braund, , 1998Id-Babou et al., 2023;Morón-Monge et al., 2021;Navarro-Perez & Tidball, 2012). ...
p style="text-align:justify">Children who are currently in primary schools are part of the generation that will be most affected by the current environmental trend of our planet in the future. They are the generation that will need to live in accordance with sustainable development and biodiversity protection. One of the key aspects of biodiversity education is to increase environmental literacy using appropriate and effective methods. Our aim was to assess the ecological literacy of a group of primary school students in Slovakia and to identify areas where additional support and clarification may be needed for effective biodiversity education. Our findings reveal widespread misconceptions regarding terms such as 'ecology,' 'community,' 'population,' and 'ecosystem.' The research emphasizes the importance of innovative pedagogical approaches to address and correct these misconceptions effectively. By incorporating exploration-oriented teaching methods, hands-on activities, and a constructivist approach, educators can engage students in experiential learning and facilitate a deeper understanding of ecological principles. Interdisciplinary and participatory research approaches focused on biodiversity education offer promising avenues to enhance ecological literacy. Moreover, increasing interest in environmental education can contribute to nurturing environmentally conscious individuals equipped to tackle ecological challenges effectively. This study underscores the urgency of prioritizing ecological education at primary schools and provides insights into strategies for fostering ecological literacy among young learners.</p
