Children’s perceptions of sharks and understanding of its ecological significance for educational implications

Marine Ecosystem and Sharks

Ecosystem is a very complicated entity interacting with unlimited biotic and non-biotic components. A small change of any component may upset the ecological stability of the system. Sharks engage the top predatory position of the trophic levels and play a significant role in stabilizing the marine ecosystem (Stevens et al., 2000). However, the global shark populations are seriously declining (Baum et al., 2003; Ward & Myers, 2005). More than 122 shark species have been included in the IUCN red list, indicating that they are threatened with the risk of extinction (World Wild Fund For Nature Hong Kong, 2010). In which 10 species are currently categorized in CITES-listed species (United Nations Environment Programme, 2011). Their population drop is associated with the billion-dollar world trade of shark fin (Clarke, 2004), particularly be fuelled by the soaring of economic development of China (Clarke et al., 2007). One of the most commonly traded species, the blue shark is now threatened because the number of the species being captured has been exceeding the maximum sustainable level (Clarke et al., 2006). These vulnerable organisms characterized with low growth rate and fecundity would be probably wiped out from the ocean (Myers & Worm, 2003), leading to devastating consequences to the marine biodiversity and the entire ecosystem. There is an urge to establish the relevant conservation and resource management programmes for saving these big fish and their living environment through different aspects.

Children’s Perceptions of Sharks and Environmental Issues

Many years ago, when I worked as a narrator in the Hong Kong Ocean Park (a local theme park), a boy at about 8 to 10 year-old had discussed these big fish with me. 'All sharks are bad guys. We should kill them all. Otherwise they will eat us!' I tried to explain him the real situation - 'we are killing sharks rather than sharks are killing us!' It was not a single incident actually. Another girl gave me a similar view - 'sharks love killing so they should be removed from the ocean.' We have no idea on whether this negative insight is found in particular children only or commonly existing among the children. Yet such negative perceptions would definitely exert negative influence to children in learning higher-order concepts and developing their negative attitude towards the environment. If the conceptual frameworks are misinterpreted, the prior conception may probably form an obstacle for further learning (Booth & Koedinger, 2008). The hindrance may be particularly obvious when children are handling the complex issue (Menzel & Bögeholz, 2008). Environmental issues are generally complicated and interlinked with many disciplines (Groves & Pugh, 1996) and thus many studies reported the occurrence of misconceptions is strongly correlated to the poorly established conceptual framework in the environmental issues (e.g. Mangas et al.,1997; Thompson & Mintzes, 2002; Prokop & Tunnicliffe, 2008). In areas of marine ecosystem, alternative conceptions and misunderstandings are not uncommonly found among children as well (e.g. Brody & Koch, 1989; Brody, 1993, 1996). Thus Brody (1993) concluded the children have superficial or poor understanding of basic concepts and principles related to the marine issues. A good foundation of the conceptual frameworks in ecological system may positively support environmental education (Munson, 1994) and thus promote the development of their pro-environmental behaviors (Littledyke, 2008).

This project aims to investigate children's perceptions and their conceptual understanding of sharks and relevant environmental issues. The following questions have been addressed in this research study:

1. What are the primary pupils' perceptual belief and conceptual understanding of sharks and ecological issues?

2. What are the variables associated with the children's perceptual and conceptual development of the issues?

The results have significant implications for improving the current curriculum of environmental science (e.g. the subject General Studies) and promoting environmental education for primary school learners. We believe the children having higher level of conceptual understanding of the issues may develop more positive attitude towards the sharks and the environment, and hence the establishment of the commitment to environmental conservation and sustainability in the future.