How to Sustainably Increase Students' Willingness to Protect Pollinators

Autor/inn/en	Schönfelder, Mona L.; Bogner, Franz X.
Titel	How to Sustainably Increase Students' Willingness to Protect Pollinators
Quelle	In: Environmental Education Research, 24 (2018) 3, S.461-473 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schönfelder, Mona L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2017.1283486
Schlagwörter	Sustainability; Plants (Botany); Biodiversity; Environmental Education; Conservation (Environment); Quasiexperimental Design; Teaching Methods; Animals; Secondary School Students; Fear; Student Attitudes; Well Being; Student Interests; Intervention; Computer Assisted Instruction; Instructional Design; Comparative Analysis; Foreign Countries; Semantic Differential; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Pflanze; Biodiversität; Umweltbildung; Umwelterziehung; Umweltpädagogik; Conservation; Environment; Konservierung; Bewahung; Umwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Animal; Tier; Tiere; Sekundarschüler; Furcht; Schülerverhalten; Well-being; Wellness; Wohlbefinden; Studieninteresse; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Statistische Analyse; Deutschland
Abstract	The current loss of biodiversity requires efforts to increase awareness of pollinator conservation. An important tool is education which often uses the honeybee ("Apis mellifera") as an exemplary organism to reach this goal. Any successful module needs to focus on reducing the perceived danger associated with fear, in order to support the willingness to protect them. Using a quasi-experimental design, we investigated the effectiveness of two educational approaches: one by authentically encountering living animals at a beehive, the other by using a remote online beehive. We monitored secondary school students' (N = 354) perception of bees with respect to interest, danger and conservation as well as situational emotions (interest, well-being, boredom) during both interventions. In both cases positive effects on perception levels were observed, even when already a high willingness to protect bees existed. Using living animals in educational settings is crucial, especially when students' situational emotions need targeting. However, we achieved similar intervention results in perception levels using a remote beehive, which therefore constitutes an excellent alternative to raise awareness of the conservation of bees as pollinators when working with living organisms is not possible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01