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dc.contributor.author
Bermudez, Gonzalo Miguel Angel
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dc.contributor.author
Lindemann Matthies, Petra
dc.date.available
2020-03-19T17:02:25Z
dc.date.issued
2018-09
dc.identifier.citation
Bermudez, Gonzalo Miguel Angel; Lindemann Matthies, Petra; “What Matters Is Species Richness”—High School Students’ Understanding of the Components of Biodiversity; Springer; Research in Science Education; 9-2018; 1-31
dc.identifier.issn
0157-244X
dc.identifier.uri
http://hdl.handle.net/11336/100260
dc.description.abstract
The definition of biodiversity stated by the Convention on Biological Diversity (CBD) in 1992 was conceived as occurring on three different organizational levels: genetic, species, and ecosystems. However, current understanding of biodiversity includes other components, such as the number, abundance, composition, and spatial distribution of species and functional groups. This paper aimed to identify high school students’ frameworks of biodiversity, to assess their conceptual understanding of biodiversity against scientific definitions, and to analyze the influence of sex and school location on students’ understanding of biodiversity. By administering a written questionnaire in which ten different biodiversity scenarios were presented, each consisting of two environments which differed in certain biodiversity components, we asked students (n = 321, 15–18 years old) to choose and argue their preference for biodiversity conservation. Students held a range of frameworks of biodiversity, with some of them being in agreement with scientific conceptualizations (idea of variance as the number of species, functional groups, and trophic relationships). However, students were strongly centered on species richness and undervalued population size, functional characters, species evenness, and alpha diversity. Biodiversity was associated with a notion of balance, by which a proportioned trophic chain prevents species extinction. Overall, students used few components of biodiversity in their argumentations, with no influence of school location or sex. We recommend that teachers fully integrate students’ frameworks with more updated definitions of biodiversity than that of the CBD, conceptualizing its components in order to empower students to decide on current socioscientific issues.
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
Springer
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dc.rights
info:eu-repo/semantics/openAccess
dc.rights.uri
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.subject
BALANCE OF NATURE
dc.subject
BIOLOGICAL DIVERSITY
dc.subject
CONCEPTUAL FRAMEWORK
dc.subject
FOOD WEB
dc.subject
SOCIOSCIENTIFIC ISSUE
dc.subject.classification
Otras Ciencias de la Educación
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dc.subject.classification
Ciencias de la Educación
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dc.subject.classification
CIENCIAS SOCIALES
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dc.title
“What Matters Is Species Richness”—High School Students’ Understanding of the Components of Biodiversity
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2020-03-13T18:11:49Z
dc.identifier.eissn
1573-1898
dc.journal.pagination
1-31
dc.journal.pais
Países Bajos
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dc.journal.ciudad
Amsterdam
dc.description.fil
Fil: Bermudez, Gonzalo Miguel Angel. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba; Argentina. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas, Físicas y Naturales. Departamento de Enseñanza de la Ciencia y la Tecnología. Cátedra de Didáctica Especial; Argentina
dc.description.fil
Fil: Lindemann Matthies, Petra. Pädagogische Hochschule Karlsruhe; Alemania
dc.journal.title
Research in Science Education
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/http://link.springer.com/10.1007/s11165-018-9767-y
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.1007/s11165-018-9767-y
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