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- The Field Guide audio series: mobile learning using place-based and inquiry-led approaches to promote adolescents’ interest in naturePublication . Rocha Silva, Alexandra Filipa; Matos, Sónia; Gabriel, Rosalina; Arroz, Ana Moura; Sousa, Daniel; Bonazzi Piasentin, Flora; Rosário, Isabel Amorim doABSTRACT: Facilitating the exploration of adolescents’ questions regarding nature is vital. Research suggests that their questions are important as they can reveal their interests in particular subjects and further guide their learning process. We designed a quasi-experimental study for 68 adolescents in an outdoor and indoor setting to assess the efficacy of the audio-learning materials in promoting their interest in learning more about nature. Although we did not find differences between the two settings, results show that the audio-learning materials impacted questioning by guiding participants’ focus on specific topics and promoting perceived learning. Participants also reported high satisfaction with the audio-learning materials and willingness to hear more and/or recommend them to others. As a result, we discuss the motivational role of audio-learning materials in promoting adolescents’ exploration of nature and interest in learning about nature-rich environments. We believe our study has educational and design-related implications. It problematizes how audio-learning materials may bring adolescents closer to nature and tests the potential of mobile technology as a medium. Our study also builds on existing educational strategies by further adding the importance of valuing the concept of place and its ecological and social dimensions to enhance adolescents’ contact with and interest in nature.
- Discovering the allure of forests: Exploring adolescent queries in nature-rich environmentsPublication . Arroz, Ana; Gabriel, Rosalina; Rocha Silva, Alexandra Filipa; Piasentin, Flora; Amorim do Rosário, Isabel; Picanço, Ana; Matos, Sonia; Chang, Liang-ChihABSTRACT: This study explores adolescents’ inherent curiosity about nature through the production of self-generated questions during a field visit to a nature-rich environment, followed by descriptive-interpretative analysis using focus groups. Utilizing cultural probes and content-free question tokens, we collected 164 valid questions produced by 36 adolescents during the field session. Biotic elements, like species, turned out to be more intriguing than abiotic elements, originating 89.6% of the questions. The predominant topics were related to species adaptation, extinction, dispersion, and diversity, with younger adolescents showing a notable interest in nature conservation, while older adolescents highlighted biodiversity dynamics. These findings were corroborated by the ranking of the TOP-5 most interesting questions, where biodiversity dynamics, nature conservation and plant physiology occupied the same relative positions. Our results indicate that in a nature-rich environment and through an inquiry-based approach, adolescents were encouraged to express curiosity about nature. This approach could be a valuable educational strategy to enhance their connection to nature, promote conservation responsibility, and benefit the environment.