'Loveable' Mammals and 'Lifeless' Plants: How Children's Interest in Common Local Organisms Can Be Enhanced through Observation of Nature.

By Petra Lindemann-Matthies. 2005

342 citations recorded by the source corpus.

Subfields: Health, Toxicology and Mutagenesis, Management, Monitoring, Policy and Law, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c9fc9762bca94e9f8555d856682df0a9b61e8911

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Citations in the corpus

Effects of Keeping Animals as Pets on Children's Concepts of Vertebrates and Invertebrates (2008, background): “Girls’ preferences for having pets can be explained by the higher interest toward wild animals shown by boys relative to ‘traditional’ domestic pets ( Lindemann-Matthies, 2005 ).”
Holding up a mirror to the society: Children recognize exotic species much more than local ones (2013, background): “…represent the local ecological community, there is the risk the exotic species to be much more identified than local ones; following the principle that ‘people care about what they know’ (Balmford et al., 2002; Lindemann-Matthies, 2005) this could turn risky from a conservation point of view.”
Science education for environmental awareness: approaches to integrating cognitive and affective domains (2008, background): “However, experiences of living organisms can enhance children’s attitudes to a range of species and extend their understanding of biological concepts (Lindemann-Matthies 2005).”
Nordic–Baltic Student Teachers’ Identification of and Interest in Plant and Animal Species: The Importance of Species Identification and Biodiversity for Sustainable Development (2015, background): “There is a positive relationship between outdoor education (teaching in nature) and students’ development of knowledge about and attitudes to species (Evans, Dixon, & Heslop, 2006; Fančovičová & Prokop, 2011; Killerman, 1996; Lindemann-Matthies, 2005).”
Cross-Cultural Comparison of Student Attitudes toward Snakes (2009, background): “Males generally like wild animals, whereas females tend to prefer exotic animals (Lindemann-Matthies, 2005), and they are also more emotionally attached to their pets, compared with males (Pagani, Robustelli, & Ascione, 2007).”
High School Students’ Attitudes Towards Spiders: A cross‐cultural comparison (2010, background): “It is questionable whether less interest in spiders in females is associated with the fact that they are less interested in wild animals in general (Lindemann-Matthies, 2005), or whether fear of spiders alone influences other preferences.”
Plants have a chance: outdoor educational programmes alter students' knowledge and attitudes towards plants (2011, background): “…(reviewed by Zelezny 1999) or combinations with field experiences (Fernández-Manzanal, Barreiro, and Jimenez 1999; Hamilton-Ekeke 2007; Lindemann-Matthies 2005; Prokop, Tuncer, and Kvasni[caron] ák 2007; for a review, see Rickinson et al. 2004; Stern, Powell, and Ardoin 2008) that…”
Research, part of a Special Feature on Sustaining Ecosystem Services in Cultural Landscapes: Analysis and Management Options A Classification of Landscape Services to Support Local Landscape Planning (2014, background): “The contribution of nature to some aspects of personal fulfillment is assumed when ecosystems are considered as sources of knowledge, inspiration, and spiritual experience (Bernbaum 1991, Lindemann-Matthies 2005, Bos et al. 2008).”
What Plants and Animals Do Early Childhood and Primary Students’ Name? Where Do They See Them? (2011, positive): “Even though teachers find it difficult to maintain pupils’ interest in plants, lessons that are engaging and promote long-term learning have the potential to raise interest and appreciation (Lindemann-Matthies 2005).”
Influence of a Field Trip on the Attitude of Schoolchildren toward Unpopular Organisms: An Experience with Snakes (2012, background): “…interest for animals are limited to a few exotic species and pets; and a very small proportion of the general public is actually able to recognize more than a handful of local wild animal species (Kellert, 1985; Lock, 1997; Balmford et al., 2002; Lindemann-Matthies, 2005; Lindemann-Matthies, 2006).”
Challenges of Biodiversity Education: A Review of Education Strategies for Biodiversity Education. (2012, background): “, 2006) that evaluated school activities in the UK and other countries, evidence the need to increase the number of opportunities for outdoor learning by school students given the benefits in terms of increased awareness about biodiversity (Lindemann-Matthies, 2005).”