Szczepanski Lena, Fiebelkorn Florian, Ostermann Gesa, Altevogt Lisa, Folsche Elena
Biology Didactics, Department of Biology/Chemistry, Osnabrück University, Osnabrück, Germany.
Front Nutr. 2023 Apr 6;10:1112183. doi: 10.3389/fnut.2023.1112183. eCollection 2023.
The production of food and the associated livestock farming contribute significantly to climate change and the global loss of biodiversity, hindering the achievement of the United Nations Sustainable Development Goals (SDGs). To promote responsible consumption and production of food (SDG 12), ensuring that students understand the production of our food, the associated livestock farming, and the interrelatedness of production and consumption is essential. Thus, Education for Sustainable Development (ESD) is an important tool for achieving the SDGs. To develop effective teaching and learning strategies to educate students about the production of food from livestock, it is important to identify students' existing conceptions of this topic. Thus, this study examined sixth-grade ( = 4; = 12 years; = 0.7 years; 50% female) and tenth-grade students' ( = 4; = 16 years; = 0 years; 50% female) conceptions of milk production, focusing on dairy farming, the milking process and techniques, and the production of cow's milk. Semi-structured interviews were conducted with students from Osnabrück (Lower Saxony) to elicit student conceptions. The evaluation of the students' conceptions was carried out using qualitative content analysis. The results largely indicated that both sixth and tenth graders had realistic conceptions of dairy farming and the milking process and techniques. However, some students also expressed romanticized conceptions of pasture grazing and calf rearing. In addition, unrealistic statements regarding the formation of milk were identified. The conceptions of the sixth and tenth graders were compared, and with a few exceptions, no significant differences were found between the two cohorts. However, the tenth graders tended to have more differentiated conceptions about milk production than the sixth graders. In conducting the analysis, it became clear that students' conceptions of the production of milk are influenced by individual primary experiences with dairy farms. Finally, based on these results, educational recommendations for the school teaching framework in the context of ESD and implications for further research are presented.
粮食生产及相关的畜牧业对气候变化和全球生物多样性丧失有重大影响，阻碍了联合国可持续发展目标（SDGs）的实现。为推动负责任的粮食消费和生产（可持续发展目标12），确保学生了解我们的食物生产、相关的畜牧业以及生产与消费的相互关系至关重要。因此，可持续发展教育（ESD）是实现可持续发展目标的重要工具。为制定有效的教学策略，让学生了解畜牧业的食物生产，识别学生对该主题已有的概念很重要。因此，本研究考察了六年级（n = 4；平均年龄 = 12岁；年龄标准差 = 0.7岁；50%为女生）和十年级学生（n = 4；平均年龄 = 16岁；年龄标准差 = 0岁；50%为女生）对牛奶生产的概念，重点关注奶牛养殖、挤奶过程和技术以及牛奶的生产。对来自奥斯纳布吕克（下萨克森州）的学生进行了半结构化访谈，以引出学生的概念。使用定性内容分析法对学生的概念进行评估。结果大体表明，六年级和十年级学生对奶牛养殖、挤奶过程和技术都有现实的概念。然而，一些学生也表达了对牧场放牧和小牛饲养的理想化概念。此外，还发现了一些关于牛奶形成的不现实说法。对六年级和十年级学生的概念进行了比较，除了少数例外，两个队列之间没有发现显著差异。然而，十年级学生对牛奶生产的概念往往比六年级学生更具差异性。在进行分析时，很明显学生对牛奶生产的概念受到与奶牛场的个人初次体验的影响。最后，基于这些结果，提出了在可持续发展教育背景下对学校教学框架的教育建议以及对进一步研究的启示。
