Abstract

The 2019 published report of the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem (IPBES) reveals that the decline in species and habitats induced by human activities is continuing. School students still have difficulties to understand the meaning of biodiversity and the consequences of its loss. The underlying assumption of this study is that learners do not only need a scientific understanding of biodiversity in order to perceive it as personally meaningful. Rather, they should also have the opportunity to relate this complex topic to their individual nature experiences. This study pursues the idea that the biography of a biodiversity researcher can be used as a model for school students. A total of 18 German secondary school students at an average age of 15 years took part in this qualitative study. Data sampling included six group discussions with three participants each. We used an inductive as well as a deductive approach (category system) to analyze the data. Our results show that our study participants’ biographical nature experiences are appropriate to build bridges between biodiversity and themselves. Furthermore, we retraced meaningful understanding processes among the school students. These insights can inform biodiversity education.

摘要

生物多样性和生态系统政府间科学政策平台 (IPBES) 2019 年发布的报告显示，人类活动导致的物种和栖息地减少仍在继续。学校学生仍然难以理解生物多样性的含义及其丧失的后果。本研究的基本假设是，学习者不仅需要对生物多样性有科学的理解才能将其视为对个人有意义的。相反，他们也应该有机会将这个复杂的话题与他们个人的自然体验联系起来。这项研究追求的想法是，生物多样性研究人员的传记可以用作学校学生的模型。共有 18 名平均年龄为 15 岁的德国中学生参加了这项定性研究。数据抽样包括六个小组讨论，每个小组讨论三名参与者。我们使用归纳法和演绎法（分类系统）来分析数据。我们的结果表明，我们的研究参与者的传记自然经历适合在生物多样性与他们自己之间架起桥梁。此外，我们追溯了在校学生之间有意义的理解过程。这些见解可以为生物多样性教育提供信息。