School Children's Knowledge and Perceptions of Jaguars, Pumas, and Smaller Cats around a Mosaic of Protected Areas in the Western Brazilian Pantanal

Autor/inn/en	Porfirio, Grasiela; Sarmento, Pedro; Fonseca, Carlos
Titel	School Children's Knowledge and Perceptions of Jaguars, Pumas, and Smaller Cats around a Mosaic of Protected Areas in the Western Brazilian Pantanal
Quelle	In: Applied Environmental Education and Communication, 13 (2014) 4, S.241-249 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-015X
DOI	10.1080/1533015X.2014.978047
Schlagwörter	Knowledge Level; Familiarity; Environmental Education; Conservation (Environment); Conservation Education; Animals; Misconceptions; Wildlife; Questionnaires; Elementary School Students; Middle School Students; Outdoor Education; Student Attitudes; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Wissensbasis; Umweltbildung; Umwelterziehung; Umweltpädagogik; Conservation; Environment; Konservierung; Bewahung; Umwelt; Animal; Tier; Tiere; Missverständnis; Fragebogen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Freiluftunterricht; Schülerverhalten; Ausland; Brasilien
Abstract	Surveys to assess environmental knowledge are elementary tools to ensure successful environmental education. Felines are considered key components of the environment, acting as flagships for conservation. Nevertheless, they are threatened by loss of habitat, prey reductions, and poaching. In the mosaic of protected areas in the Brazilian Pantanal, where several environmental education activities are supported, felines are a conservation target priority. We present the results of surveys to investigate schoolchildren's knowledge and perceptions of felines. Our results show that larger species are better known than smaller ones, and that negative perceptions are a concern, demonstrating priorities for environmental education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10