Investigating what students learnt about biodiversity following a visit to a nature reserve using Personal Meaning Maps

ABSTRACT

We investigated what students learnt about biodiversity, a broad and multi-dimensional concept, challenging to understand, following a visit to a nature reserve. Acknowledging the individual nature of informal learning, we explore Personal Meaning Maps (PMMs) coupled with semi-structured interviews to investigate learning among 13 scouts aged 13–15 years as they participated in a single guided tour to a nature reserve in Mauritius. PMMs were analysed both qualitatively and quantitatively. Adopting a constructivist approach, biodiversity learning was framed along three lenses, namely, ‘ecological literacy’, ‘biodiversity and society’ and ‘nature and self’, recognising that biodiversity is a socio-scientific concept. Following the visit, there was an increase in ecological literacy through an understanding of the importance of biodiversity, conservation measures and endemic species. Participants retained a species-centred view of biodiversity. Students could better critique biodiversity and society issues and displayed a higher appreciation for nature and the intrinsic value of biodiversity. The visit contributed to an enrichment in biodiversity-related vocabulary especially regarding local endemic and extinct species. Prior knowledge determined vocabulary enrichment but not conceptual additions among individual students. We suggest a wider explo ration of PMMs to investigate prior knowledge and subsequent learning during nature reserve visits which can powerfully enhance biodiversity education.

KEYWORDS:

• Biodiversity learning
• Personal Meaning Maps
• nature reserves
• informal learning
• Mauritius

Acknowledgments

We would like to acknowledge the support of the Mauritian Wildlife Foundation, the North of England Zoological Society, and the National Research Foundation (South Africa).

Disclosure statement

No potential conflict of interest was reported by the author(s).