Abstract
Simple SummaryAmphibians and reptiles play an important role in ecosystems, usually in the middle of trophic networks, but at the same time they are one of the most endangered groups. Their value seems still to be underestimated by society and is based on many misconceptions and a simple lack of knowledge, which in turn might influence society’s willingness to protect these animals. The authors investigated students’ conceptions about amphibians and reptiles, then designed a teaching sequence in order to trace some possible conceptual changes and to shape pro-environmental attitudes towards amphibians and reptiles.Students’ conceptions and conceptual change are deeply investigated phenomena, and the results of such studies can be implemented in the didactic process. For this research, amphibians and reptiles were chosen, because they are animals which are significant for ecosystems but at the same time are often confused with each other. The goal of this study was to investigate students’ conceptions about both groups, and on the basis of the results to design a teaching sequence (TS) which could lead to conceptual and attitudinal change. Authors used questionnaires and in-depth interviews to investigate conceptions and the results of the intervention. The significant correlations show that students tend to classify animals as amphibians or reptiles according to their skin and their living environment. Students’ conceptions about animals indicate a tendency of being focused on purposefulness towards environment and evolution, and therefore can be considered an essentialist approach. The alternative conceptions did not change much after intervention, and results did not differ between age or gender groups. On the other hand, conceptions after intervention were more developed, and students asked more diverse questions about evolution and environmental protection, indicating their growing interest in these animals and attitudinal change.
Highlights
One of the aims of a science education is to prepare students for ongoing changes in the world [1].Our society is changing, and this includes the amount of time we spend experiencing nature.In 1978 Pyle [1] established the idea of “extinction of experience”, and even back researchers could partially predict an increasing lack of connection with nature among students
Alternative Conceptions Revealed from Surveys and In-Depth Interviews Before Intervention
Our research shows that students have different ideas about the taxa of amphibians and reptiles, and that attitudes towards them might be an underestimated element in helping students to develop scientifically correct knowledge
Summary
One of the aims of a science education is to prepare students for ongoing changes in the world [1].Our society is changing, and this includes the amount of time we spend experiencing nature.In 1978 Pyle [1] established the idea of “extinction of experience”, and even back researchers could partially predict an increasing lack of connection with nature among students. One of the aims of a science education is to prepare students for ongoing changes in the world [1]. Our society is changing, and this includes the amount of time we spend experiencing nature. In 1978 Pyle [1] established the idea of “extinction of experience”, and even back researchers could partially predict an increasing lack of connection with nature among students. Two main causes of extinction of experience, according to Soga and Gaston [2], are loss of opportunity and loss of orientation. The first loss is caused typically by the migration of people from rural to urban areas. Because of this change, Animals 2019, 9, 478; doi:10.3390/ani9080478 www.mdpi.com/journal/animals
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