Perception, Knowledge and Aesthetics of biodiversity - Etech-Center ...

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Responses to the loss of biodiversity Conceptions of the number of species present Awareness of the seriousness of the threat of extinction Knowledge about species Relationship with species
“Without knowledge of and relationships with the fellow beings who share our home place, we simply do not notice what happens to them.” Weilbacher 1993. Renaissance of the naturalist. The Journal of Environmental Education 25
Page 1 and 2: International Year of Biodiversity
Page 3 and 4: Structure of the talk Perception o
Page 5 and 6: How many species are there on Earth
Page 7 and 8: Estimates of 600 university student
Page 9 and 10: Estimation of plant species richnes
Page 11: Responses to the loss of biodiversi
Page 15 and 16: Why conservationists should heed Po
Page 17 and 18: Lack of knowledge about local organ
Page 19 and 20: Knowledge about species is lost Kn
Page 21 and 22: Reasons for loss of knowledge Incr
Page 23 and 24: Reasons for loss of knowledge Incr
Page 25: Attractive plants Plants with larg
Page 32 and 33: Can aesthetic preferences be influe
Page 34 and 35: 6800 children (8-14 years old) were
Page 36 and 37: Perception and preferences Relation
Page 38 and 39: Experience of nature with all sense
Page 40 and 41: Education can influence aesthetic p
Page 42 and 43: Summary Widely inaccurate ideas of
Page 44 and 45: Nature (green trees) influences wel
Page 46 and 47: Species richness influences psychol
Page 48 and 49: Structure of the talk Perception o
Page 50 and 51: Aesthetic responses of the public t
Page 52 and 53: Study design Presentation of 5 mea
Page 54 and 55: Correlative field studies Canton Zu
Page 56 and 57: Perception of plant species richnes
Page 58 and 59: Aesthetic preferences Experiment 1
Page 60 and 61: Aesthetic preferences children Appr
Page 62 and 63:
Influence of individual species on
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Influence of individual species on
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Summary Species richness of a comm
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Summary
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Question Does schoolgarden work in
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1. School gardening and CBD CBD - E
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Integration in the Educational Syst
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Integration in the Educational Syst
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Results of previous studies: Hands
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Results of previous studies: Hands
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Consequences: Childhood is an appro
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Number of plant species in school g
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3. Issue of research Does school ga
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Selected hypotheses: School gardeni
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Selected hypotheses: School gardeni
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4. Design The „meadow experiment
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Methods Structured one-to-one inte
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Study design March / May 2007 14 mo
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5. Results Perception of species (p
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Favourite meadow N = 136 Effects: c
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Favourite meadow - with garden expe
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Reasons for their choice Other: gro
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Appreciation of the meadows ☺ N
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Knowledge of plant species (posttes
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6. Summary 1. School gardening has
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6. Summary 1. School gardening has
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3. School gardening fosters taxonom
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7. Conclusion With time, school-gar
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Thank you for your attention!
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