Generation Conservation: Children's Developing Folkbiological and Moral Conceptions of Protecting Endangered Species

Autor/in	Ruckert, Jolina H.
Titel	Generation Conservation: Children's Developing Folkbiological and Moral Conceptions of Protecting Endangered Species
Quelle	In: Early Education and Development, 27 (2016) 8, S.1130-1144 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1145005
Schlagwörter	Children; Childhood Attitudes; Knowledge Level; Conservation (Environment); Wildlife; Moral Development; Abstract Reasoning; Semi Structured Interviews; Age Differences; Ecology; Moral Values; World Views; Biology; Cognitive Development + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Wissensbasis; Conservation; Environment; Konservierung; Bewahung; Umwelt; Moralische Entwicklung; Abstraktes Denken; Denken; Age; Difference; Age difference; Altersunterschied; Ökologie; Moral value; Ethischer Wert; World view; Weltanschauung; Biologie; Kognitive Entwicklung
Abstract	Research Findings: This study investigated folkbiological concepts that structure children's moral reasoning regarding conservation. Participants (N = 52; 7- and 10-year-olds, gender balanced) were interviewed regarding their values, moral obligations, and rights concerns for endangered and extinct animals. Across the 2 ages, children drew on the animal's living status and teleology, as well as ecological relations, to ground their moral reasoning. Developmentally speaking, the younger children employed both nature-centered and human-centered moral reasoning, whereas the older children employed a complex form of moral reasoning that integrated human models of moral thinking with distinct biological understanding. Practice or Policy: The findings can improve education and policy that supports the next generation of conservationists. Educators can draw on these findings to develop class material and activities that teach children about ecological relations--knowledge children can employ to construct their moral arguments for conservation and protecting the environment. The findings revealed that children think about and value endangered animals in deep and beautiful ways. Policymakers can draw on the findings to frame their decision making--drawing more deeply on children's values of the natural world to inform policy decisions. Drawing on children's values in the development of environmental policy engages them in the policy process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01