Dergiler / Kuram ve Uygulamada Eğitim Bilimleri / 2015 / Cilt: 15 - Sayı: 1

Interest in Birds and its Relationship with Attitudes and Myths: A Cross-cultural Study in Countries with Different Levels of Economic Development

Sayfa
285–296
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Our research suggests that factual knowledge about birds is not a necessary prerequisite for interest in birds, but animal-related activities show strong associations with an interest in birds.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Birds are one of the most important species that can help protect biodiversity.
📊
Temel Bulgular & Veri:These questionnaires were administered to a total of 852 students from different countries, including Colombia, Germany, Slovakia, and Turkey.
💡
Sonuç & Katkı:Our research suggests that factual knowledge about birds is not a necessary prerequisite for interest in birds, but animal-related activities show strong associations with an interest in birds.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

Birds are one of the most important species that can help protect biodiversity. Although birds are important beings for biodiversity and human existence, there is a relatively less quantity of research that has investigated the interest in and attitudes toward birds. This study aims to investigate the knowledge level of and attitudes toward birds among students in countries at different levels of economic development. To collect the data, a Bird Knowledge Questionnaire and a Bird Attitude Questionnaire were developed and used by the researchers in this study. These questionnaires were administered to a total of 852 students from different countries, including Colombia, Germany, Slovakia, and Turkey. The results obtained in this study showed that Colombian students had the highest interest in birds as compared to students in Slovakia, Turkey, and Germany. Girls had consistently higher interest in birds than boys in all countries, but there were no gender differences in the cognitive domain. Our research suggests that factual knowledge about birds is not a necessary prerequisite for interest in birds, but animal-related activities show strong associations with an interest in birds.

🔖

Bu Makaleye Atıf Yap

HUMMEL, E., ÖZEL, M., JEREZ, W. M., FANCOVICOVA, J., UŞAK, M., PROKOP, P., RANDLERG, C. (2015). Interest in Birds and its Relationship with Attitudes and Myths: A Cross-cultural Study in Countries with Different Levels of Economic Development. Kuram ve Uygulamada Eğitim Bilimleri, Cilt: 15 - Sayı: 1, 285–296. https://ajindex.com/articles/346118

Kaynakça (13)

  1. Adamson, L. B., Foster, M. A., Roark, M. L., & Reed, D. B. (1998). Doing a science project: Gender differences during childhood. Journal of Research in Science Teaching, 35(8), 845-857.
  2. Ballouard J. M., Ajtic, R., Balint, H., Brito, J., Crnobrnja- Isailovic, J., Elmouden, E. L., Erdogan, M.,. Bonnet, X. (2013). School children and one of the most unpopular animals: Are they ready to protect snakes? Anthrozoös, 26(1), 93-109.
  3. Baram-Tsabari, A., & Yarden, A. (2005). Characterizing children's spontaneous interests in science and technology. International Journal of Science Education, 27(7), 803-826.
  4. Beck, A. M., Melson, G. F., da Costa, P. L., & Liu, T. (2001). The educational benefits of a ten-week home-based wild bird feeding program for children. Anthrozoös, 14, 19-28.
  5. Bjerke, T., & Østdahl, T. (2004). Animal-related attitudes and activities in an urban population. Anthrozoös, 17, 109-129.
  6. Bjerke, T., Kaltenborn, B. P., & Ødegårdstuen, T. S. (2001). Animal-related activities and appreciation of animals among children and adolescents. Anthrozoös, 14, 86-94.
  7. Bjerke, T., Ødegårdstuen, T. S., & Kaltenborn, B. P. (1998). Attitudes toward animals among Norwegian adolescents. Anthrozoös, 11, 79-86.
  8. Bogner, F. X. (1999). Empirical evaluation of an educational conservation programme introduced in Swiss secondary schools. International Journal of Science Education, 21, 1169-1185.
  9. Butchart, S. H. M., Akcakaya, H. R., Kennedy, E., & Hilton-Taylor, C. (2006). Biodiversity indicators based on trends in conservation status: Strengths of the IUCN Red List Index. Conservation Biology, 20, 579-581.
  10. Cardak, O. (2009). Science students' misconceptions about birds. Scientific Research and Essays, 4(12), 1518-1522. Castaño, C. (1998). What do children perceive nature? Implications for elementary science education. TED Journal, 4, 42-49.
  11. Christidou, V. (2011). Interest, attitudes and images related to science: combining students' voices with the voices of school science, teachers, and popular science. International Journal of Environmental and Science Education, 6(2), 141-159.
  12. Dawson, C. (2000). Upper primary boys' and girls' interests in science: Have they changed since 1980? International Journal of Science Education, 22(6), 557-570.
  13. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum. Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Fort Worth, TX: Harcourt Brace Jovanovich. Frynta, D., Lisková,