Biodiversity knowledge elements in Biology education: the base of critical thinking

Nagy, Éva (2019) Biodiversity knowledge elements in Biology education: the base of critical thinking. Journal of Applied Technical and Educational Sciences, 9 (1). pp. 89-98. ISSN 2560-5429

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Abstract

While people need to have signif icantly growing scientific knowledge about plants, there has been a decrease in student education about and interest in botany over the same period. According to the state of the world plant 2017 report from 2016 , 1730 plant species are new to science and one from five plant species is endangered with extinction ( See the State of the World's Plants Reports, Kew). Considering these facts, it is clear that the botanical knowledge i n dynamic learning and teaching topic s as well as the critical review of the knowledge elements are very important for the young generation . Within environmental education the elements in school materials (textbooks, experimental textbooks) are examined , which develops plant recognition skills and local or global botanical knowledg e. In this article the results of a content analysis are summariz e d , which extends to the exploration of plant species in the currently most frequently used textbooks, in the 7 th , 8 th , 10 th , 11 th or in the 12 th Hungarian primary and secondary school classes . This work also demonstrates the value of the plant species appeared in the se applied textbooks , and even the rate of the categorized elements most importantly the protected species . Earlier works: The history of methods teaching B iology from the early childhood , The emergence of biodiversity concepts or concept related elements in the Hungarian Biology curricula.

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