The Loss of Biodiversity as a Challenge for Sustainable Development: How Do Pupils in Chile and Germany Perceive Resource Dilemmas?
The Loss of Biodiversity as a Challenge for Sustainable Development: How Do Pupils in Chile and Germany Perceive Resource Dilemmas?
复制标题
生物多样性的丧失对可持续发展构成挑战：智利和德国的学生如何看待资源困境？
DOI：
10.1007/s11165-008-9087-8
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发表时间：
2009
影响因子：
2.3
通讯作者：
S. Bögeholz
中科院分区：
文献类型：
--
作者：
S. Menzel;S. Bögeholz
生物多样性专题对可持续发展教育具有很高的价值，因为它特别好地反映了生态、经济和社会问题之间的相互作用。特别是在所谓的生物多样性热点地区，其中包括智利，自然资源往往因经济利益而枯竭，在许多情况下，经济利益是必要的收入。因此，必须考虑到经济和社会方面，以便充分了解生物多样性的丧失。作为一个如此重要的问题，令人惊讶的是，迄今为止，人们对生物多样性的学习先决条件知之甚少。本文提出了一个定性的访谈研究，调查了16至18岁的智利和德国学习者的生物多样性及其损失的看法（n= 24）。首先，分析了小学生的认知结构。其次，探讨了资源困境导致生物多样性丧失的主观理论。从数据中出现的三种主观理论反映了这样一种观点，即大多数学生关注的是生物多样性丧失的生态或经济方面。专注于生态方面的学生往往提到不正确的生态事实。此外，这些学生表现出难以发展同情和团结与贫困的人，谁在经济上依赖植物在资源困境。一小群学生成功地整合了生态，经济和社会方面。关于这两个样本，智利学生似乎有更大的困难，在认识到生物多样性丧失的社会方面，而德国学生基本上不知道生物多样性丧失的地方一级。将概述和讨论对生物多样性教育和未来研究的影响。
The topic of biodiversity is of high value for education for sustainable development as it reflects the interaction of ecological, economic and social issues particularly well. Especially in so-called biodiversity hotspots, among them Chile, natural resources are often depleted for economic interest which, in many cases, is required income. Therefore, economic and social aspects must be considered in order to fully understand biodiversity loss. Being such an important issue, it is surprising that little is known thus far about learning prerequisites concerning biodiversity. This paper presents a qualitative interview study that investigated 16 to 18-year-old Chilean and German learners’ perception of biodiversity and its loss (n= 24). Firstly, the pupils’ cognitive frameworks were analysed. Secondly, subjective theories about biodiversity loss due to resource dilemmas were explored. Three subjective theories that emerged from the data reflected the notion that most pupils focused on either ecological or economic aspects of biodiversity loss. Pupils who concentrated on ecological aspects often referred to incorrect ecological facts. Moreover, these pupils showed difficulties in developing empathy and solidarity with impoverished people, who depend economically on plants in a resource dilemma. A smaller group of pupils succeeded in integrating the ecological, economic, and social aspects. Regarding the two samples, Chilean pupils seemed to have greater difficulties in recognising the social aspects of biodiversity loss, while German pupils were largely unaware of biodiversity loss on a local level. Implications for biodiversity education and future research will be outlined and discussed.