Cognitive and Emotional Evaluation of an Amphibian Conservation Program for Elementary School Students

By Christoph Randler, Angelika Ilg, J. Kern. 2005

149 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Management, Monitoring, Policy and Law, Social Psychology

View Paper: https://www.semanticscholar.org/paper/47f6c91cb850e44157c330026742330e6fd3fb64

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Christoph Randler
2. P. Prokop
3. Ioannis Tsaousis
4. Gerald Matthews
5. M. Ledzińska
6. M. Stolarski

In Management, Monitoring, Policy and Law

1. Peter Van Petegem
2. Jelle Boeve-de Pauw
3. Andrea Tolarovičová
4. A. M. Camerik
5. V. Peterková
6. P. Prokop
7. Franz Xaver Bogner

In Social Psychology

1. Andrea Tolarovičová
2. A. M. Camerik
3. V. Peterková
4. Peter Van Petegem
5. Jelle Boeve-de Pauw
6. Christoph Randler
7. P. Prokop

Citations in the corpus

• The Value of Fieldwork in Life and Environmental Sciences in the Context of Higher Education: A Case Study in Learning About Biodiversity (2012, background): “Basic knowledge about the identification of species is widely considered to be a fundamental for the understanding of biodiversity (Gaston and Spicer 2004; Randler and Bogner 2002; Randler et al. 2005).”
• The effect of eco-schools on children’s environmental values and behaviour (2013, background): “Randler, Ilg, and Kern (2005) demonstrated that 9– 11 year olds who took part in a conservation programme in which they encountered living animals showed an increase in their knowledge on the subject of the programme, but not in their attitudes towards the animals they had encountered.”
• The Effect of Flemish Eco‐Schools on Student Environmental Knowledge, Attitudes, and Affect (2011, background): “Randler, Ilg, and Kern ( 2005 ) demonstrated that 9–11‐year‐olds, who took part in a conservation programme in which they encountered living animals, showed an increase in their knowledge on the subject of the programme but not in their attitudes towards the animals they had encountered.”
• High School Students’ Attitudes Towards Spiders: A cross‐cultural comparison (2010, background): “This anxiety correlates negatively with people’s attitudes towards invertebrates and thus with their level of interest to know more about them (Randler, Ilg, & Kern, 2005 ).”
• Practical Work at School Reduces Disgust and Fear of Unpopular Animals (2012, background): “For example, Randler, Ilg, and Kern (2005) examined how emotions influenced children’s abilities to identify various amphibian species after a conservation program.”