Children's learning preferences for the development of conservation education programs in Mexican communities

Abstract

ABSTRACTLearning theories are rarely considered in the design of conservation education programs in Mexico. However, if students are taught in a way in which they can easily relate, this could improve the educational experience through better attitudes toward the natural environment. The learning preferences of 354 Mexican children at the primary level were evaluated to identify the effect of context (rural or urban) and gender on learning preferences. Statistical differences related to the children's context and gender-associated context were found. The authors discuss different discourses of critical thinking and experiential education, the predominance of traditional education found in rural communities, and how conservation education could enrich these processes. Studying how children learn can provide valuable information for the development of effective conservation education programs, establishing a dialogue about learners' strengths and weaknesses, enhancing their participation, and empowering them to take action.