The Plant@ESELx Project and the participation of students in the characterization of ESELx's plant heritage
DOI:
https://doi.org/10.25757/invep.v12i1.321Abstract
The Plant@ESELx Project is an intervention project in the exterior areas of the Escola Superior de Educação de Lisboa (ESELx), which aims to enhance the institution's plant heritage and, at the same time, raise the awareness of the academic community to the importance of its preservation and for the didactic-pedagogical potential that it can have. Thus, the main plant species were inventoried, identified and characterized. The characterization process had the direct participation of students who, in the scope of the “Mundo Vivo” curricular unit of the Degree in Basic Education, searched for the information necessary to characterize the identified species. The information was later organized on a website. Identification plates were also created and placed next to the featured specimens. These plates contain a QR code that allows, through smartphones and other mobile devices, quick access to all the information available on the website.
At the end, the students answered a questionnaire, in which they expressed their opinion about the work carried out and about the Plant@ESELx project. The results reveal that the students considered their participation as an important formative moment and they highlighted, in addition to valuing outdoor spaces, the project's contribution to increasing respect for biodiversity in the academic community.
Downloads
References
Affouard, A., Goëau, H., Bonnet, P., Lombardo, J-C, & Joly, A. (2017, Abril). Pl@ntNet app in the era of deep learning. ICLR: International Conference on Learning Representations, France. https://www.archives-ouvertes.fr/hal-01629195
Almeida, A., Valente, B., Silva, M.J., Rodrigues, M., & Manteigas, V. (2019). O Projeto GLOCAL-AGIR: Conhecer o território para o valorizar. In J. Pinhal, C. Cavaco, M. J. Cardona, F. A. Costa, J. Marques & A.R. Faria (Org.), A investigação, a formação, as políticas e as práticas em educação – 30 anos de AFIRSE em Portugal (pp. 92-102). Instituto de Educação da Universidade de Lisboa.
Berman, M. G., Jonides, J., & Kaplan S. (2008). The Cognitive Benefits of Interacting With Nature. Psychological Science, 19(12), 1207-1212. https://doi.org/10.1111/j.1467-9280.2008.02225.x
Dadvand, P., Nieuwenhuijsen, M. J., Esnaola, M., Forns, J., Basagaña, X., Alvarez-Pedrerol, M., Rivas, I., López-Vicente, M., Pascual, M. C., Su, J., Jerrett, M., Querol, X., & Sunyer, J. (2015). Green spaces and cognitive development in children. Proceedings of the National Academy of Sciences, 112(26), 7937-7942. https://www.pnas.org/content/112/26/7937
Faber Taylor, A., & Kuo, F. E. (2009). Children With Attention Deficits Concentrate Better After Walk in the Park. Journal of Attention Disorders, 12(5), 402-409. https://doi.org/10.1177/1087054708323000
Jones, H. G. (2020). What plant is that? Tests of automated image recognition apps for plant identification on plants from the British flora. AoB PLANTS, 12(6), 1-9. https://doi.org/10.1093/aobpla/plaa052
Kuo, M., Browning, M. H. E. M., & Penner, M. L. (2018). Do lessons in nature boost subsequent classroom engagement? Refueling students in flight. Frontiers in Psychology, 8, 2253. https://doi.org/10.3389/fpsyg.2017.02253
Madureira, H., Nunes, F., Oliveira, J. V., Madureira, T., & Cormier, L. (2014). Benefícios atribuídos aos espaços verdes urbanos pela população. Resultados de um inquérito conduzido em Lisboa e no Porto. In: PLURIS'14 - (Re)inventar a cidade em tempos de mudança: Livro de atas do 6º Congresso Luso-Brasileiro para Planeamento Urbano, Regional, Integrado e Sustentável. https://repositorio-aberto.up.pt/handle/10216/76813
Marchante, H., Morais, M., Freitas, H., & Marchante, E. (2014) Guia prático para a identificação de plantas invasoras em Portugal. Imprensa da Universidade de Coimbra. https://ucdigitalis.uc.pt/pombalina/item/53887
Pedroso, J. V. (Org.). (2018). Referencial de Educação Ambiental para a Sustentabilidade para a Educação Pré-Escolar, o Ensino Básico e o Ensino Secundário. Direção-Geral da Educação. https://www.dge.mec.pt/sites/default/files/ECidadania/ref_sustentabilidade.pdf
Reid, C. E., Clougherty, J. E., Shmool, J., & Kubzansky, L. D. (2017). Is all urban green space the same? A comparison of the health benefits of trees and grass in New York City. International journal of environmental research and public health, 14(11), 1411. https://doi.org/10.3390/ijerph14111411
Reis, P. (2021). Cidadania ambiental e ativismo juvenil. ENCITEC - Ensino de Ciências e Tecnologia em Revista, 11(2), 5-24. https://doi.org/10.31512/encitec.v11i2.433
Turner-Skoff, J.B., & Cavender, N. (2019). The benefits of trees for livable and sustainable communities. Plants, People, Planet, 1(4), 323–335. https://doi.org/10.1002/ppp3.39
Tzoulas, K., Korpela, K., Venn, S., Yli-Pelkonen, V., Kaźmierczak, A., Niemela, J., & James, P. (2007). Promoting ecosystem and human health in urban areas using Green Infrastructure: A literature review. Landscape and Urban Planning, 81(3), 167–178. https://doi.org/10.1016/j.landurbplan.2007.02.001
UNRIC (2016). Indicadores para monitorização dos ODS vão completar arquitetura da Agenda 2030. Centro Regional de Informação das Nações Unidas para a Europa Ocidental. https://unric.org/pt/indicadores-para-monitoriacao-dos-ods-representam-a-ultima-peca-que-faltava-na-arquitetura-da-agenda-2030/
WHO (2017). Urban green spaces: A brief for action. World Health Organization. https://apps.who.int/iris/handle/10665/344116
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Nuno Melo, Carlos Telo, Pedro Sarreira
This work is licensed under a Creative Commons Attribution 4.0 International License.
Articles published or submitted to Da Investigação às Práticas are licensed according to Creative Commons Attribution License (CC BY-NC 4.0). Authors agree that:
Copyrights of all articles published are retained by authors with first publication copyright granted to the journal.
All articles are under the Creative Commons Attribution License recognizing the authorship of the publication and identifying that first publication took place in this journal.
Authors have the right to free distribute or make available in private or institutional pages the version published by Da Investigação às Práticas: Estudos de Natureza Educacional provided the original proper citation.
The journal only accepts articles not published previously (except in the form of an abstract or as part of academic thesis), that it is not under consideration for publication elsewhere. After published, the article cannot be published again partial or totally without the editorial board consent.
e-ISSN: 2182-1372