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Unprepared to Deal with Invasion: Pre-Service Teachers’ Perception, Knowledge and Attitudes toward Invasive Species

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  • Rubén Ladrera

    (Area of Didactics of Experimental Sciences, Faculty of Science and Technology, University of La Rioja, 26006 Logroño, Spain)

  • Beatriz Robredo

    (Area of Didactics of Experimental Sciences, Faculty of Science and Technology, University of La Rioja, 26006 Logroño, Spain)

  • Unai Ortega-Lasuen

    (Department of Didactic of Mathematic, Experimental and Social Sciences, Faculty of Education of Bilbao, University of the Basque Country (UPV/EHU), 48940 Leioa, Spain)

  • José Ramón Díez

    (Department of Didactic of Mathematic, Experimental and Social Sciences, Faculty of Education of Bilbao, University of the Basque Country (UPV/EHU), 48940 Leioa, Spain)

  • Aritz Ruiz-González

    (Department of Didactic of Mathematic, Experimental and Social Sciences, Faculty of Education and Sport, University of the Basque Country (UPV/EHU), 01006 Vitoria-Gasteiz, Spain)

Abstract

The serious and growing impacts of invasive alien species (IAS) on the planet make it necessary to include this issue with greater determination in educational programs, with the aim of generating citizens capable of dealing with this environmental problem in a sustainable way. Likewise, the management of IAS represents a clear socio-scientific issue (SSI), which gives greater interest to its inclusion in school. At this point, future teachers play a key role, so that their knowledge, perceptions and attitudes on the subject must be evaluated. In order to deal with this objective, a questionnaire was filled out by 400 students of the degrees in early childhood education and primary education of the Universities of La Rioja (UR) and the Basque Country (UPV/EHU), Spain. Our results show that pre-service teachers do not perceive impacts of different types generated by IAS, and they show a clear lack of knowledge about transmission vectors. Likewise, they do not support various control measures, especially slaughter of invasive vertebrates, related to affective dimensions. These results highlight the need to work toward an appropriate integration of this issue at different educational levels, training students and educators, fostering favorable attitudes toward a sustainable management of IAS.

Suggested Citation

  • Rubén Ladrera & Beatriz Robredo & Unai Ortega-Lasuen & José Ramón Díez & Aritz Ruiz-González, 2020. "Unprepared to Deal with Invasion: Pre-Service Teachers’ Perception, Knowledge and Attitudes toward Invasive Species," Sustainability, MDPI, vol. 12(24), pages 1-17, December.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:24:p:10543-:d:463266
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    References listed on IDEAS

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    1. Alexander Georg Büssing & Maike Schleper & Susanne Menzel, 2018. "Do Pre-service Teachers Dance with Wolves? Subject-Specific Teacher Professional Development in A Recent Biodiversity Conservation Issue," Sustainability, MDPI, vol. 11(1), pages 1-24, December.
    2. Olszańska, Agnieszka & Solarz, Wojciech & Najberek, Kamil, 2016. "To kill or not to kill—Practitioners’ opinions on invasive alien species management as a step towards enhancing control of biological invasions," Environmental Science & Policy, Elsevier, vol. 58(C), pages 107-116.
    3. David Almeida & Filipe Ribeiro & Pedro M. Leunda & Lorenzo Vilizzi & Gordon H. Copp, 2013. "Effectiveness of FISK, an Invasiveness Screening Tool for Non‐Native Freshwater Fishes, to Perform Risk Identification Assessments in the Iberian Peninsula," Risk Analysis, John Wiley & Sons, vol. 33(8), pages 1404-1413, August.
    4. Lisa Richter-Beuschel & Susanne Bögeholz, 2020. "Knowledge of Student Teachers on Sustainable Land Use Issues–Knowledge Types Relevant for Teacher Education," Sustainability, MDPI, vol. 12(20), pages 1-20, October.
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    Cited by:

    1. Khalifatulloh Fiel’ardh & Indra Fardhani & Hiroki Fujii, 2023. "Integrating Perspectives from Education for Sustainable Development to Foster Plant Awareness among Trainee Science Teachers: A Mixed Methods Study," Sustainability, MDPI, vol. 15(9), pages 1-20, April.

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