2016 Volume 56 Issue 3 Pages 94-105
The aim of this study is to show what was taught in school during a transitional period, when the focus of education was shifting from nature conservation to biodiversity conservation. Twenty senior high school biology textbooks, which explained the concept of biodiversity, were studied and analyzed. A study on how the statements in those textbooks on the three elements of biodiversity, namely genetic, species and ecosystem, and on biodiversity conservation methods corresponded to items in the SCB guidelines for conservation literacy revealed the following:
A review of statements in the textbooks published between 1973 and 2008 shows that the subject of conservation has expanded from the conservation of ecosystems to the conservation of biodiversity. Senior high school students have always been taught about the three constituent concepts of biodiversity, but they were sometimes taught about genetic diversity after learning about biodiversity conservation. And few of the textbooks touched upon the subject of protecting sufficient areas, where natural ecological and evolutionary processes are maintained.
These facts show the following characteristic during a transitional period from education on nature conservation to education on biodiversity conservation ; while a statement in the textooks shows directionality in line with natural ecological process changing from philosophy to a scientific approach, there were few statements in there to associate the three elements of biodiversity with biodiversity conservation method from scientific approach
