497
Views
4
CrossRef citations to date
0
Altmetric
Research Article

Are plants living beings? Biases in the interpretation of landscape features by pre-service teachers

ORCID Icon & ORCID Icon

References

  • Alanazi, F. H. 2018. “Saudi Children’s Taxonomic Knowledge of Animal Species.” Journal of Baltic Science Education 17 (3): 395–413.
  • Antrop, M. 2013. “A Brief History of Landscape Research.” In The Routledge Companion to Landscape Studies, edited by P. Howard, I. Thompson, and E. Waterton, 12–22. London: Routledge.
  • Aramburu, F. 2000. Medio Ambiente Y Educación. Madrid: Summary.
  • Auer, M. R. 2008. “Sensory Perception, Rationalism and Outdoor Environmental Education.” International Research in Geographical and Environmental Education 17 (1): 6–12. doi:10.2167/irgee225.0.
  • Babai, R., R. Sekal, and R. Stavy. 2010. “Persistence of the Intuitive Conception of Living Things in Adolescence.” Journal of Science Education and Technology 19 (1): 20–26. doi:10.1007/s10956-009-9174-2.
  • Bajo Bajo, M. J. 2001. “El paisaje en el currículum de Educación Primaria, dentro del Área del Conocimiento del Medio Natural, Social y Cultural.” Aula 13: 51–61.
  • Balding, M., and K. J. Williams. 2016. “Plant Blindness and the Implications for Plant Conservation.” Conservation Biology 30 (6): 1192–1199. doi:10.1111/cobi.12738.
  • Barman, C. R., N. S. Barman, M. L. Cox, K. B. Newhouse, and M. J. Goldston. 2000. “Students’ Ideas about Animals: Results from a National Study.” Science and Children 38 (1): 42–46.
  • Bastian, O. 2001. “Landscape Ecology – Towards a Unified Discipline?” Landscape Ecology 16: 757–766. doi:10.1023/A:1014412915534.
  • Bell, B. F. 1981. “When Is an Animal, Not an Animal?” Journal of Biological Education 15 (3): 213–218. doi:10.1080/00219266.1981.9654381.
  • Benkowitz, D., and K. Kohler. 2010. “Perception of Biodiversity—The Impact of School Gardening.” In Urban Biodiversity and Design, edited by N. Müller, P. Werner, and J. G. Kelcey, 425–440. Oxford: Willey-Blackwell.
  • Bierema, A. M. K., and R. S. Schwartz. 2015. “Undergraduate Biology Students’ Interpretations of the Term ‘animal’.” Anthrozoös 28 (3): 371–383. doi:10.1080/08927936.2015.1052269.
  • Bonet Pla, M. T., R. Pena Vila, and J. Ribas Vilàs. 2004. “El paisaje como recurso educativo en el marco de la educación para la participación.” Didáctica geográfica, 2ª Época 6: 33–48.
  • Brandt, C. 2013. “Landscapes as Contexts for Learning.” In International Handbook of Research on Environmental Education, edited by R. Stevenson, M. Brody, J. Dillon, and A. Wals, 275–283. New York: Routledge.
  • Chen, S., and C. Ku. 1998. “Aboriginal Children’s Alternative Conceptions of Animals and Animal Classification.” Proceedings of the National Science Council, Republic of China, Part D: Mathematics, Science and Technology Education 8 (2): 55–67.
  • Corraliza, J. A., S. Collado, and L. Bethelmy. 2012. “Nature as a Moderator of Stress in Urban Children.” Procedia - Social and Behavioral Sciences 38: 253–263. doi:10.1016/j.sbspro.2012.03.347.
  • Cosgrove, D. 1985. “Prospect, Perspective and the Evolution of the Landscape Idea.” Transactions of the Institute of British Geographers 10 (1): 45–62. doi:10.2307/622249.
  • Council of Europe. 2000. European Landscape Convention. Florence, Italy: Council of Europe Publishing.
  • Delgado Huertos, E. 2015. “El paisaje en la formación de maestros, un recurso educativo de alto interés para la educación primaria.” TABANQUE Revista Pedagógica 28: 117–138.
  • Ernst, J., and L. Tornabene. 2012. “Preservice Early Childhood Educators’ Perceptions of Outdoor Settings as Learning Environments.” Environmental Education Research 18 (5): 643–664. doi:10.1080/13504622.2011.640749.
  • Fančovičová, J., and P. Prokop. 2011. “Plants Have a Chance: Outdoor Educational Programmes Alter Students’ Knowledge and Attitudes Towards Plants.” Environmental Education Research 17 (4): 537–551. doi:10.1080/13504622.2010.545874.
  • Garrido, M. 2007. “La evolución de las ideas de los niños sobre los seres vivos.” PhD Diss., Universidade da Coruña.
  • Gómez Ortiz, A. 1993. “Reflexiones acerca del contenido ‘paisaje’ en los ‘currícula’ de la Enseñanza Obligatoria.” Revista Interuniversitaria de Formación del Profesorado 16: 231–240.
  • Gómez Ortiz, A. 2001. “El paisaje como tema transversal en el diseño curricular base (D.C.B.) de la educación obligatoria. La montaña como objeto de estudio.” Biblio 3W. Revista Bibliográfica de Geografía y Ciencias Sociales 267.
  • González Bernáldez, F. 1981. Ecología y paisaje. Madrid: Blume.
  • Hunter, M. L., Jr, K. H. Redford, and D. B. Lindenmayer. 2014. “The Complementary Niches of Anthropocentric and Biocentric Conservationists.” Conservation Biology 28 (3): 641–645. doi:10.1111/cobi.12296.
  • Junta de Andalucía. 2006. Árboles bosques de vida. Fichero de actividades. Seville.
  • Kessler, M. 2000. El paisaje y su sombre. Viareggio, Italy: IdeaBooks.
  • Liceras Ruiz, A. 2003. Observar e interpretar el paisaje. Estrategias didácticas. Granada: Grupo Editorial Universitario.
  • Lindemann-Matthies, P. 2002. “The Influence Of an Educational Program on Children's Perception Of Biodiversity.” The Journal Of Environmental Education 33 (2): 22-31. doi:10.1080/00958960209600805.
  • Lindemann‐Matthies, P. 2005. ‘Loveable’mammals and ‘lifeless’ plants: how children's interest in common local organisms can be enhanced through observation of nature.International journal of science education 27 (6): 655-677
  • Marín Martínez, N. 2005. La enseñanza de las ciencias en educación infantile. Granada: Grupo editorial universitario.
  • Martínez, R., and R. García. 2013. “La enseñanza del paisaje en la Educación Infantil en España.” Paper presented at the III encontro CITCEM, Paisagem- (I) Materialidade, Centro de Investigaçao Transdisciplinar, Facultade de Letras, Universidade de Porto, Porto, Portugal, November 21-24.
  • Martínez-Losada, C., S. García-Barros, and M. Garrido. 2014. “How Children Characterise Living Beings and the Activities in Which They Engage.” Journal of Biological Education 48 (4): 201–210. doi:10.1080/00219266.2013.849281.
  • Mérida Serrano, R., J. Torres-Porras, and J. Alcántara Manzanares. 2017. Didáctica de las Ciencias Experimentales en Educación Infantil. Madrid: Síntesis.
  • Rybråten, S., M. Skår, and H. Nordh. 2017. “The Phenomenon of Walking: Diverse and Dynamic.” Landscape Research 1–13. doi:10.1080/01426397.2017.1400527.
  • Soler, M. A. 1999. Didáctica multisensorial de las ciencias: Un nuevo método para alumnos ciegos, deficientes visuales, y también sin problemas de visión. Vol. 40. Barcelona: Paidós.
  • Stavy, R., and N. Wax. 1989. “Children’s Conceptions of Plants as Living Things.” Human Development 32 (2): 88–94. doi:10.1159/000276367.
  • Swanwick, C. 2002. Landscape Character Assessment – Guidance for England and Scotland. Cheltenham: Countryside Agency Publications.
  • Tema, B. O. 1989. “Rural and Urban African Pupils’ Alternative Conceptions of ‘animal.’.” Journal of Biological Education 23 (3): 199–207. doi:10.1080/00219266.1989.9655068.
  • Tønnessen, M. 2018. “The Search Image as Link between Sensation, Perception and Action.” Biosystems 164: 138–146. doi:10.1016/j.biosystems.2017.10.016.
  • Torres-Porras, J., J. Alcántara, J. C. Arrebola, S. J. Rubio, and M. Mora. 2017. “Trabajando El Acercamiento a La Naturaleza De Los Niños Y Niñas En El Grado De Educación Infantil.” Revista Eureka Sobre Enseñanza Y Divulgación De Las Ciencias 14 (1): 258–270. doi: 10.25267/Rev_Eureka_ensen_divulg_cienc.2017.v14.i1.19.
  • Tudor, C. 2014. An Approach to Landscape Character Assessment. London: Natural England.
  • Vega Navarro, A. 2007. “Ideas, conocimientos y teorías de niños y adultos sobre las relaciones Sol-Tierra-Luna. Estado actual de las investigaciones.” Revista de Educación 342: 475–500.
  • Villarroel, J. D. 2013. “Environmental Judgment in Early Childhood and Its Relationship with the Understanding of the Concept of Living Beings.” SpringerPlus 2 (1): 87. doi:10.1186/2193-1801-2-87.
  • Villarroel, J. D., and G. Infante. 2014. “Early Understanding of the Concept of Living Things: An Examination of Young Children’s Drawings of Plant Life.” Journal of Biological Education 48 (3): 119–126. doi:10.1080/00219266.2013.837406.
  • Waldau, P. 2013. Animal Studies: An Introduction. Cary, NC: Oxford University Press.
  • Wandersee, J. H., and E. E. Schussler. 1999. “Preventing Plant Blindness.” The American Biology Teacher 61: 84–86. doi:10.2307/4450624.
  • Wandersee, J. H., and E. E. Schussler. 2001. “Toward a Theory of Plant Blindness.” Plant Science Bulletin 47: 2–9.
  • Yılmaza, S., R. Olgana, and E., . Ö. Yılmaztekinc. 2016. “Nature Connectedness and Landscape Preferences of Turkish Preservice Preschool Teachers.” International Journal of Environmental and Science Education 11 (15): 8120–8142.
  • Yorek, N., M. Sahin, and H. Aydin. 2009. “Are Animals ‘more Alive’than Plants? Animistic-anthropocentric Construction of Life Concept.” Eurasia Journal of Mathematics, Science & Technology Education 5 (4): 369–378. doi:10.12973/ejmste/75287.
  • Zoido, F. 2012. “El paisaje un concepto útil para relacionar estética, ética y política.” Scripta Nova: Revista Electrónica de Geografía y Ciencias Sociales 16: 1–38.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.