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Teaching Methods in Biology Promoting Biodiversity Education

Author

Listed:
  • Eija Yli-Panula

    (Department of Teacher Education, University of Turku, Turku FI-20014, Finland)

  • Eila Jeronen

    (Department of Educational Sciences and Teacher Education, University of Oulu, Oulu FI-90014, Finland)

  • Piia Lemmetty

    (Department of Teacher Education, University of Turku, Turku FI-20014, Finland)

  • Anna Pauna

    (Department of Teacher Education, University of Turku, Turku FI-20014, Finland)

Abstract

The aim of this qualitative survey was to investigate what kind of teaching methods have been used in biology to promote biodiversity education (BDE) and how the methods support biodiversity (BD) learning. We found, in total, 317 international scientific articles published since 2000 which described the teaching methods regarding BDE and the teaching, and/or the learning. From these ones 12 articles specifically addressed the teaching methods of BD. The content of these articles was analysed in detail. The detailed analysis was based on (a) the categories of the teaching methods used, (b) the conception of learning in the Finnish National Core Curricula for Secondary schools and (c) the revised Bloom’s taxonomy and Stanny’s verbs concerning the levels of taxonomy. The most used teaching methods were hands-on instruction, experiential learning, and teacher presentation. The least used ones were games, roleplay, debates, service learning, study trips, and visits. In all the articles, various teaching methods used during the lessons were described. The items concerning the teaching methods, which supported students learning were active participation and interaction—mentioned in all the articles—followed by observation, experimental work, experiential learning, and techniques for increasing environmental awareness. The understanding of the different perspectives of BD and the development of self-evaluation were addressed in only four and two of the articles, respectively. The four types of knowledge were supported by the used teaching methods in nine articles jointly. The lower levels of thinking skills were well-supported by the used teaching methods. The highest level of thinking skills, such as synthesis and evaluation, received the least amount of attention.

Suggested Citation

  • Eija Yli-Panula & Eila Jeronen & Piia Lemmetty & Anna Pauna, 2018. "Teaching Methods in Biology Promoting Biodiversity Education," Sustainability, MDPI, vol. 10(10), pages 1-18, October.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:10:p:3812-:d:177296
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    References listed on IDEAS

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    1. Bradley J. Cardinale & J. Emmett Duffy & Andrew Gonzalez & David U. Hooper & Charles Perrings & Patrick Venail & Anita Narwani & Georgina M. Mace & David Tilman & David A. Wardle & Ann P. Kinzig & Gre, 2012. "Biodiversity loss and its impact on humanity," Nature, Nature, vol. 486(7401), pages 59-67, June.
    2. Bunge, Mario, 2000. "Systemism: the alternative to individualism and holism," Journal of Behavioral and Experimental Economics (formerly The Journal of Socio-Economics), Elsevier, vol. 29(2), pages 147-157.
    3. Jelle Boeve-de Pauw & Niklas Gericke & Daniel Olsson & Teresa Berglund, 2015. "The Effectiveness of Education for Sustainable Development," Sustainability, MDPI, vol. 7(11), pages 1-25, November.
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    Cited by:

    1. Matthias Winfried Kleespies & Paul Wilhelm Dierkes, 2020. "Personal Assessment of Reasons for the Loss of Global Biodiversity—an Empirical Analysis," Sustainability, MDPI, vol. 12(10), pages 1-20, May.
    2. Meiai Chen & Eila Jeronen & Anming Wang, 2020. "What Lies Behind Teaching and Learning Green Chemistry to Promote Sustainability Education? A Literature Review," IJERPH, MDPI, vol. 17(21), pages 1-25, October.
    3. Francisco Javier Robles-Moral & Manuel Fernández-Díaz & Gabriel Enrique Ayuso-Fernández, 2022. "What Do Pre-Service Preschool Teachers Know about Biodiversity at the Level of Organisms? Preliminary Analysis of Their Ability to Identify Vertebrate Animals," Sustainability, MDPI, vol. 14(18), pages 1-11, September.
    4. Patricia Esteve-Guirao & Mercedes Jaén García & Isabel Banos-González, 2019. "The Interdependences between Sustainability and Their Lifestyle That Pre-Service Teachers Establish When Addressing Socio-Ecological Problems," Sustainability, MDPI, vol. 11(20), pages 1-18, October.
    5. Míriam Hernández-Barco & Jesús Sánchez-Martín & José Blanco-Salas & Trinidad Ruiz-Téllez, 2020. "Teaching Down to Earth —Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach," Sustainability, MDPI, vol. 12(2), pages 1-23, January.

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