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Can school children influence adults' behavior toward jaguars? Evidence of intergenerational learning in education for conservation.

ABSTRACT: A school-based experiment was conducted in the Brazilian Amazon to examine the effects of passively received information versus active elaboration on the 'perceptions' of jaguars (Panthera onca) among students, and the effects of information communicated via illustrated book on those perceptions among student's parents. Books distributed via school decreased fathers' perceptions of social acceptance of jaguar killing, but the same books distributed via a conservation organization did not. This suggests that fathers were influenced not only by the information explicitly conveyed in the content of books, but also by the implicit message that jaguar conservation was socially supported. Elaboration alone produced more persistent effects than information alone, but some negative attitudes were reinforced. Information and elaboration combined created stronger and more enduring effects than either intervention alone. These findings are important in designing interventions for our coexistence with jaguars and other charismatic species worldwide.

SUBMITTER: Marchini S

PROVIDER: S-EPMC7028835 | biostudies-literature | 2020 Apr

REPOSITORIES: biostudies-literature

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Can school children influence adults' behavior toward jaguars? Evidence of intergenerational learning in education for conservation.

Marchini Silvio S Macdonald David W DW

Ambio 20190821 4

A school-based experiment was conducted in the Brazilian Amazon to examine the effects of passively received information versus active elaboration on the 'perceptions' of jaguars (Panthera onca) among students, and the effects of information communicated via illustrated book on those perceptions among student's parents. Books distributed via school decreased fathers' perceptions of social acceptance of jaguar killing, but the same books distributed via a conservation organization did not. This s ...[more]

PMID: 31435880

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Project description:PurposeDigitalization of medical education is an important trend in terms of reforming and modernizing the global education environment. It has been long requested by students and politicians. The goal of this study was to assess the student perception of a newly developed digital educational program in radiation oncology (RO) using an interactive e‑book combined with short learnings clips on a YouTube channel combined with periodic videoconferences and a forum for queries.MethodsWe performed five evaluations during and at the end of two terms with multiple-choice and free-text answers. We evaluated student perception of our new digital learning scenario in three semesters: one pre-clinical and two clinical semesters. In addition, we analyzed all comments from the kMED forum, the YouTube channel, or the e‑mail contacts. We analyzed the learning behavior of the students based on access to the videos and the number and quality of the reflective questions answered as well as the results of the final examinations.ResultsThe students accepted the offer for asynchronous teaching and mainly learned on weekdays (74% of the videos), but also on weekends (23%) and less on public holidays (4%). The answer quality of the reflective questions was good with over 50% correct answers on the first attempt. Learning to be on one's own authority was very difficult for the students, even in the last clinical semesters of the medical study. Without direct intervention by the teacher, access to the learning material by the students was limited and delayed. Therefore, voluntary interim tests were performed during the first analysis term, which led to an increased number of student accesses to the videos and higher number of answers. Nevertheless, in the first analysis term, the average results in the final exam of the students who did not perform the interim test were below average at 59.1%, and the students who performed the test had better results at 69.5% but this was also not satisfactory. In the second analysis term, we taught with the same digital teaching model but with an additional scheme for learning over the term, 2‑week compulsory intermediate tests, and frequent videoconferences to answer any questions. In this term, we measured a success rate of 93% in the final exam. All annotations were very positive regarding the new educational project. The evaluations showed high acceptance of the new education program. The students stated they would prefer the new education course to be continued in future.ConclusionDigital teaching methods make not only the type and quality of teaching transparent, but also the learning behavior of the students. Our analysis has shown that, in addition to the quality of the teaching, the clear structure and specification of the learning content per learning week as well as regular monitoring of what has been learned are of decisive importance for the learning success of the students.

Dataset Information

Can school children influence adults' behavior toward jaguars? Evidence of intergenerational learning in education for conservation.

Publications

Can school children influence adults' behavior toward jaguars? Evidence of intergenerational learning in education for conservation.

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