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

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Experience <strong>of</strong> nature with all senses
Learning in familiar environment is effective "I got to know lichens. In the beginning I thought they were all chewing gum.“ 12 year old boy after investigating a stone wall
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 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 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
Page 84 and 85: Number of plant species in school g
Page 86 and 87: 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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