The educational community and its knowledge and perceptions of native and invasive alien species
Environmental education seeks to foster an appreciation for nature and the impact of humans on it while introducing citizens to scientific thinking. Biological invasions affect different aspects of life on earth and mandate urgent management actions. Education and public awareness are strongly recom...
| Main Authors: | , , , , , , , |
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| Format: | info:ar-repo/semantics/artículo |
| Language: | Inglés |
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Springer Nature
2023
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| Subjects: | |
| Online Access: | http://hdl.handle.net/20.500.12123/14965 https://www.nature.com/articles/s41598-021-00683-y https://doi.org/10.1038/s41598-021-00683-y |
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| author | Sosa, Alejandro Joaquin Jiménez, Nadia L. Faltlhauser, Ana Claudia Righetti, Tomás Mc Kay, Fernando Bruzzone, Octavio Augusto Stiers, Iris Fernández Souto, Adriana |
| author_browse | Bruzzone, Octavio Augusto Faltlhauser, Ana Claudia Fernández Souto, Adriana Jiménez, Nadia L. Mc Kay, Fernando Righetti, Tomás Sosa, Alejandro Joaquin Stiers, Iris |
| author_facet | Sosa, Alejandro Joaquin Jiménez, Nadia L. Faltlhauser, Ana Claudia Righetti, Tomás Mc Kay, Fernando Bruzzone, Octavio Augusto Stiers, Iris Fernández Souto, Adriana |
| author_sort | Sosa, Alejandro Joaquin |
| collection | INTA Digital |
| description | Environmental education seeks to foster an appreciation for nature and the impact of humans on it while introducing citizens to scientific thinking. Biological invasions affect different aspects of life on earth and mandate urgent management actions. Education and public awareness are strongly recommended for successful prevention and management of invasive alien species (IAS). This work presents a study on knowledge and perception of the educational community of Argentina about native species and IAS. We designed an on-line semi-structured questionnaire to examine perception of the environment, recognition of native species and IAS and awareness about biological invasions. Educators recognised an important number of biotic components, mostly represented by trees, birds and mammals. Recognition of native species and IAS, and awareness of biological invasions were different between NST (Natural Science Teachers) and non-NST. Respondents had different performances when they were exposed to recognising native species though written names or photographs. Out of 532 respondents, 56% knew what biological invasions are, 21% answered “Maybe” and 23% had never heard about them. We need to foster capacity-building and encourage a two-way communication between educators and scientists, formally and informally, to engage the participation of the whole society in recognition, prevention and management of IAS. |
| format | info:ar-repo/semantics/artículo |
| id | INTA14965 |
| institution | Instituto Nacional de Tecnología Agropecuaria (INTA -Argentina) |
| language | Inglés |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Springer Nature |
| publisherStr | Springer Nature |
| record_format | dspace |
| spelling | INTA149652023-08-22T10:06:22Z The educational community and its knowledge and perceptions of native and invasive alien species Sosa, Alejandro Joaquin Jiménez, Nadia L. Faltlhauser, Ana Claudia Righetti, Tomás Mc Kay, Fernando Bruzzone, Octavio Augusto Stiers, Iris Fernández Souto, Adriana Especie Exótica Invasiva Organismos Nativos Comunicación Educación Argentina Invasive Alien Species Native Organisms Comunnication Education Environmental education seeks to foster an appreciation for nature and the impact of humans on it while introducing citizens to scientific thinking. Biological invasions affect different aspects of life on earth and mandate urgent management actions. Education and public awareness are strongly recommended for successful prevention and management of invasive alien species (IAS). This work presents a study on knowledge and perception of the educational community of Argentina about native species and IAS. We designed an on-line semi-structured questionnaire to examine perception of the environment, recognition of native species and IAS and awareness about biological invasions. Educators recognised an important number of biotic components, mostly represented by trees, birds and mammals. Recognition of native species and IAS, and awareness of biological invasions were different between NST (Natural Science Teachers) and non-NST. Respondents had different performances when they were exposed to recognising native species though written names or photographs. Out of 532 respondents, 56% knew what biological invasions are, 21% answered “Maybe” and 23% had never heard about them. We need to foster capacity-building and encourage a two-way communication between educators and scientists, formally and informally, to engage the participation of the whole society in recognition, prevention and management of IAS. EEA Bariloche Fil: Sosa, Alejandro Joaquin. Fundación para el Estudio de Especies Invasivas); Argentina Fil: Sosa, Alejandro Joaquin. Consejo Nacional de Investigaciones Científica y Técnicas; Argentina Fil: Jimenez, Nadia L. Fundación para el Estudio de Especies Invasivas; Argentina Fil: Jimenez, Nadia L. Consejo Nacional de Investigaciones Científica y Técnicas; Argentina Fil: Faltlhauser, Ana Claudia. Fundación para el Estudio de Especies Invasivas; Argentina Fil: Faltlhauser, Ana Claudia. Consejo Nacional de Investigaciones Científica y Técnicas; Argentina Fil: Righetti, Tomás. Fundación para el Estudio de Especies Invasivas; Argentina Fil: Righetti, Tomás. Consejo Nacional de Investigaciones Científica y Técnicas; Argentina Fil: Mc Kay, Fernando. Fundación para el Estudio de Especies Invasivas; Argentina Fil: Bruzzone, Octavio Augusto. Instituto Nacional de Tecnología Agropecuaria (INTA). Estación Experimental Agropecuaria Bariloche. Instituto de Investigaciones Forestales y Agropecuarias Bariloche; Argentina Fil: Bruzzone, Octavio Augusto. Consejo Nacional de Investigaciones Científica y Técnicas; Argentina Fil: Stiers, Iris. Vrije Universiteit Brussel. Multidisciplinary Institute for Teacher Education (Science & Technology, MILO); Belgica Fil: Fernandez Souto, Adriana. Universidad Nacional de Hurlingham. Instituto de Educación; Argentina 2023-08-22T09:58:20Z 2023-08-22T09:58:20Z 2021-11 info:ar-repo/semantics/artículo info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion http://hdl.handle.net/20.500.12123/14965 https://www.nature.com/articles/s41598-021-00683-y 1476-4687 0028-0836 https://doi.org/10.1038/s41598-021-00683-y eng info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by-nc-sa/4.0/ Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) application/pdf Springer Nature Scientific Reports 11 : Art: 21474 (2021) |
| spellingShingle | Especie Exótica Invasiva Organismos Nativos Comunicación Educación Argentina Invasive Alien Species Native Organisms Comunnication Education Sosa, Alejandro Joaquin Jiménez, Nadia L. Faltlhauser, Ana Claudia Righetti, Tomás Mc Kay, Fernando Bruzzone, Octavio Augusto Stiers, Iris Fernández Souto, Adriana The educational community and its knowledge and perceptions of native and invasive alien species |
| title | The educational community and its knowledge and perceptions of native and invasive alien species |
| title_full | The educational community and its knowledge and perceptions of native and invasive alien species |
| title_fullStr | The educational community and its knowledge and perceptions of native and invasive alien species |
| title_full_unstemmed | The educational community and its knowledge and perceptions of native and invasive alien species |
| title_short | The educational community and its knowledge and perceptions of native and invasive alien species |
| title_sort | educational community and its knowledge and perceptions of native and invasive alien species |
| topic | Especie Exótica Invasiva Organismos Nativos Comunicación Educación Argentina Invasive Alien Species Native Organisms Comunnication Education |
| url | http://hdl.handle.net/20.500.12123/14965 https://www.nature.com/articles/s41598-021-00683-y https://doi.org/10.1038/s41598-021-00683-y |
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