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

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Can aesthetic preferences be influenced? Attractiveness of an organism has been found to be the main reason for children and adults to protect a species! Ashworth et al. 1995. Conservation of endangered species: what do children think? Environmental Education and Information 14
Structure of the talk Perception of plant diversity Aesthetic preferences for single species Relationship between perception and aesthetic preferences Influence of education on aesthetic preferences Species richness and human aesthetic well-being Relationship between species richness of a plant community and its attractiveness to humans
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 and 12: Responses to the loss of biodiversi
Page 13 and 14: “Without knowledge of and relatio
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 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
Page 64 and 65: Influence of individual species on
Page 66 and 67: Summary Species richness of a comm
Page 68 and 69: Summary
Page 70 and 71: Question Does schoolgarden work in
Page 72 and 73: 1. School gardening and CBD CBD - E
Page 74 and 75: Integration in the Educational Syst
Page 76 and 77: Integration in the Educational Syst
Page 78 and 79: Results of previous studies: Hands
Page 80 and 81: Results of previous studies: Hands
Page 82 and 83:
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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