Portal de Periódicos da CAPES

Using nonfiction scientific literature for conservation biology education: The Tigerland effect

2017; Taylor & Francis; Volume: 16; Issue: 2 Linguagem: Inglês

10.1080/1533015x.2017.1304296

1533-015X

Paula K. Kleintjes Neff, Nicole M. Weiss, Laura Middlesworth, Joseph Wierich, Elizabeth A. Beilke, Jacqueline Lee, Spencer Rohlinger, Joshua Pletzer,

Diverse Educational Innovations Studies

Despite the volume of research published and pedagogy practiced in conservation biology, there is little assessment of the effectiveness of pedagogical techniques for improving undergraduate conservation literacy and student engagement. We evaluated student responses (2009–2011) to reading Tigerland and Other Unintended Destinations by Eric Dinerstein (2005) and found that the book effectively reinforced applied and theoretical concepts learned in class, improved vocabulary, and clarified student perceptions of the field and their potential careers. Our study suggests that reading of nonfiction scientific literature is a valuable option for engaging students in a more meaningful way than can be solely gained from reading required primary literature or textbooks.