@Article{ujpr693,
AUTHOR = {Mendoza-Fernández, Antonio J. and Arnao, Leticia and Carretero, Candelaria and Martínez-Hernández, Fabián and Robles, José M. Sánchez},
TITLE = {Threatened Wildlife for an Instructional Approach about Biodiversity Conservation},
JOURNAL = {Universal Journal of Physics Research},
VOLUME = {3},
YEAR = {2023},
NUMBER = {1},
PAGES = {47-60},
URL = {https://www.scipublications.com/journal/index.php/RJEES/article/view/693},
ISSN = {2834-5479},
DOI = {10.31586/rjees.2023.693},
ABSTRACT = {Biodiversity is related to a global problem: its destruction, a fact supported by scientific authorities. It is not trivial that educational dimension has been contemplated as one of the strategies for its conservation. Since 1992 global initiatives such as the Convention on Biological Diversity postulates concepts that linked education and nature conservation. The main objective of this research work is to test the level of assimilation of extracurricular scientific knowledge by primary school pupils. The method chosen for the content was, on the one hand, a master class intervention with an interactive presentation on a digital whiteboard. Third cases were chosen. Each case consisted of a presentation of the current status of a species of fauna present in Spain. On the second part, students were asked to write an essay and to illustrate the experience during the presentation. Regarding the essays, students showed that they were more attracted to the first species that was presented (Iberian lynx) in a proportion of over 45% of cases. The “Endangered species” concept appeared in more than 77% of the texts reviewed. In terms of drawings, almost 55% of the responses seem to devote more attention to the second species described (Testudo graeca). An attempt was made to offer rigorous, structured information related to different aspects of natural reality in order to contemplate the broadest possible vision. The example of an instructional intervention presented here aims to be an alternative to other transmissive teaching models. Likewise, the linking of abstract concepts with socio-cultural reality proved to be a successful strategy to reinforce knowledge about natural biodiversity, endangered species or threat factors.},
}

%0 Journal Article
%A Mendoza-Fernández, Antonio J.
%A Arnao, Leticia
%A Carretero, Candelaria
%A Martínez-Hernández, Fabián
%A Robles, José M. Sánchez
%D 2023
%J Universal Journal of Physics Research

%@ 2834-5479
%V 3
%N 1
%P 47-60

%T Threatened Wildlife for an Instructional Approach about Biodiversity Conservation
%M doi:10.31586/rjees.2023.693
%U https://www.scipublications.com/journal/index.php/RJEES/article/view/693

TY  - JOUR
AU  - Mendoza-Fernández, Antonio J.
AU  - Arnao, Leticia
AU  - Carretero, Candelaria
AU  - Martínez-Hernández, Fabián
AU  - Robles, José M. Sánchez
TI  - Threatened Wildlife for an Instructional Approach about Biodiversity Conservation
T2  - Universal Journal of Physics Research
PY  - 2023
VL  - 3
IS  - 1
SN  - 2834-5479
SP  - 47
EP  - 60
UR  - https://www.scipublications.com/journal/index.php/RJEES/article/view/693
AB  - Biodiversity is related to a global problem: its destruction, a fact supported by scientific authorities. It is not trivial that educational dimension has been contemplated as one of the strategies for its conservation. Since 1992 global initiatives such as the Convention on Biological Diversity postulates concepts that linked education and nature conservation. The main objective of this research work is to test the level of assimilation of extracurricular scientific knowledge by primary school pupils. The method chosen for the content was, on the one hand, a master class intervention with an interactive presentation on a digital whiteboard. Third cases were chosen. Each case consisted of a presentation of the current status of a species of fauna present in Spain. On the second part, students were asked to write an essay and to illustrate the experience during the presentation. Regarding the essays, students showed that they were more attracted to the first species that was presented (Iberian lynx) in a proportion of over 45% of cases. The “Endangered species” concept appeared in more than 77% of the texts reviewed. In terms of drawings, almost 55% of the responses seem to devote more attention to the second species described (Testudo graeca). An attempt was made to offer rigorous, structured information related to different aspects of natural reality in order to contemplate the broadest possible vision. The example of an instructional intervention presented here aims to be an alternative to other transmissive teaching models. Likewise, the linking of abstract concepts with socio-cultural reality proved to be a successful strategy to reinforce knowledge about natural biodiversity, endangered species or threat factors.
DO  - Threatened Wildlife for an Instructional Approach about Biodiversity Conservation
TI  - 10.31586/rjees.2023.693
ER  -