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What Is Most Desirable for Nature? An Analysis of Azorean Pupils’ Biodiversity Perspectives When Deciding on Ecological Scenarios

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  • Flora Piasentin

    (Interactive Technologies Institute (ITI/LARSyS), Polo Científico e Tecnológico da Madeira, Caminho da Penteada, piso-2, 9020-105 Funchal, Portugal
    Centro de Ciências Agrárias, Ambientais e Biológicas, Federal University of Recôncavo da Bahia, Rua Rui Barbosa 710, Cruz das Almas 44380-000, BA, Brazil
    These authors contributed equally to this work.)

  • Rosalina Gabriel

    (cE3c—Centre for Ecology, Evolution and Environmental Changes/Azorean Biodiversity Group and University of the Azores, Rua Capitão João d’Ávila, 9700-042 Angra do Heroísmo, Portugal
    These authors contributed equally to this work.)

  • Ana M. Arroz

    (cE3c—Centre for Ecology, Evolution and Environmental Changes/Azorean Biodiversity Group and University of the Azores, Rua Capitão João d’Ávila, 9700-042 Angra do Heroísmo, Portugal)

  • Alexandra R. Silva

    (Interactive Technologies Institute (ITI/LARSyS), Polo Científico e Tecnológico da Madeira, Caminho da Penteada, piso-2, 9020-105 Funchal, Portugal
    cE3c—Centre for Ecology, Evolution and Environmental Changes/Azorean Biodiversity Group and University of the Azores, Rua Capitão João d’Ávila, 9700-042 Angra do Heroísmo, Portugal)

  • Isabel R. Amorim

    (cE3c—Centre for Ecology, Evolution and Environmental Changes/Azorean Biodiversity Group and University of the Azores, Rua Capitão João d’Ávila, 9700-042 Angra do Heroísmo, Portugal)

Abstract

Understanding pupils’ biodiversity perspectives is essential to developing educators’ sensitivity to students’ multi-faceted views of the world, thus increasing teaching effectiveness. In this study, we asked 1528 school pupils in the Azores to choose between alternative schemes in three ecological scenarios and to justify their decisions. The study’s objectives were to understand biodiversity perspectives underlying pupils’ choice of the most desirable schemes for nature and to examine whether gender and school level (middle school/high school) influenced their choices. Quantitative (frequency analysis and Chi-square statistics) and qualitative (thematic analysis) methods were applied for data analysis. The majority of pupils made appropriate choices, arguing from different biodiversity perspectives, which were classified in 10 categories and 24 subcategories. High school pupils did not exhibit significant differences among the main arguments employed, and mostly referred to ecological concepts, while middle school pupils exhibited different choices according to gender, emphasizing richness over the threats posed by introduced species. Biodiversity education should thus be strengthened, especially at the middle school level, where different complex issues would benefit from classroom discussion and systematization. The chosen methodological strategy proved to be effective in assessing pupils’ biodiversity perspectives, which may be useful to deal with other ill-structured problems.

Suggested Citation

  • Flora Piasentin & Rosalina Gabriel & Ana M. Arroz & Alexandra R. Silva & Isabel R. Amorim, 2021. "What Is Most Desirable for Nature? An Analysis of Azorean Pupils’ Biodiversity Perspectives When Deciding on Ecological Scenarios," Sustainability, MDPI, vol. 13(22), pages 1-21, November.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:22:p:12554-:d:678620
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    References listed on IDEAS

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    2. Rose Queiroz & José Guerreiro & Maria Ventura, 2014. "Demand of the tourists visiting protected areas in small oceanic islands: the Azores case-study (Portugal)," Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development, Springer, vol. 16(5), pages 1119-1135, October.
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