Primary school student’s models about seeds from an ecological literacy perspective

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Published: 19-10-2020

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Isabel García-Rodeja Gayoso
Universidade de Santiago de Compostela
Spain
https://orcid.org/0000-0001-5893-5229
Biography
Cristina Vázquez Lorenzo
Universidad de Santiago de Compostela
Spain
Biography
Vanessa Sesto Varela
Universidad de Santiago de Compostela
Spain
https://orcid.org/0000-0002-9818-261X
Biography
No 30 (2020): Cross-curricular learning, Works by invitation, pages 95-111
DOI: https://doi.org/10.15304/ie.30.7063
Submitted: 25-08-2020 Accepted: 20-09-2020 Published: 19-10-2020
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Abstract

This study aims to identify primary school children’s models about seeds and define which of them are close to an ecological literacy perspective. Twenty-three fifth-grade students were sampled. Data were collected by a questionnaire consisting of four open-ended questions on seed model. Students’ ideas were categorised in interaction with data. The results show that students have a limited understanding of what seeds are. Artificial and anthropocentric ideas that are far from an ecological literacy perspective are also detected. As an educational implication, teachers need to support the acquisition of knowledge, attitudes, and sensitivities in favour of an ecological perspective through direct experiences related to the life cycle of plants.

Keywords:

seeds, pupils’ ideas, primary school, eco-literacy, environmental education
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