Research Article
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Year 2018, Volume: 7 Issue: 3, 485 - 499, 15.07.2018
https://doi.org/10.12973/eu-jer.7.3.485

Abstract

References

  • Ahi, B. (2016). Flying, feathery and beaked objects: children´s mental models about birds. International Electronic Journal of Environmental Education, 6(1), 1-6.
  • Allenspach, N., & Zuin, P. B. (2013). Aves como subsídio para a educaçãoo ambiental: o perfil das iniciativas brasileiras. Atualidades Ornitológicas, 176, 50-57 [Birds study as a contribution to environmental education].
  • Angoro, F. K., Waxman, S. R., & Medin, D. L. (2008). Naming practices and the acquisition of key biological concepts. Evidence from English and Indonesian. Psychological Science, 19(4), 314-319.
  • Anning, A. , & Ring, K. (2004). Making sense of children´s drawings. Maidenhead: Open University Press.
  • Ardigó, F. [Ed.] (2011). Histórias de uma ciência regional. São Paulo: EditoraContexto [Science regional history].
  • Argel-de-Oliveira, M. M. (1996). Subsídios para a atuação de biólogos em Educação Ambiental. O uso de aves urbanas em educação ambiental. Mundo da Saúde, 20(8): 263-270. [Biologist actions towards environment education. Using urban birds in environment education]
  • Azevedo, F. De [Ed.] (1955). As ciências no Brasil. São Paulo: Edições Melhoramentos, volume, I:7-412, II:10-399 [Science in Brazil].
  • Bartoszeck, A. B., Silva, I. G., & Tunnicliffe, S. D. (2011). Brazilian children´s concept of bird: an exploratory study. Poster presented at the 9th Conference of the European Science Education Research Association (ESERA), Lyon, France, September 5th-9th,.
  • Bartoszeck, A. B., & Tunnicliffe, S. D. (2017). What do children think is inside a crab? Journal of Emergent Education, 13:20-28.
  • Beccaceci, M. (2010). Patagonia & Antarctica field guide. Acassuso: South World.
  • Boulter, C. J., & Buckley, B. C. (2001). Constructing and using typologies of models in science education: the case of models of decay in an ecology course. Proceedings 3rd. ERIDOB:143-156.
  • Braga, T. V., Zanzini, A. C. S., Cerbocini, R. A. S., Miguel, M., Moura, A. S. (2010). Avifauna em praças da cidade de Lavras (MG): riqueza, similaridade e influência de variáveis do ambiente urbano. Revista Brasileira de Ornitologia, 18(1):26-33 [urban birds from Lavras town].
  • Burnie, D. (1990). Aves:aventura visual. São Paulo: Editora Globo [eyewitness guides-birds].
  • Cartak, O. (2009). Science students´ misconceptions about birds. Scientific Research and Essay, 4(12), 1518-1522.
  • Costa, R. G. A. (2006). Inserção da ornitologia na educação como estratégia de conservação das aves. Atualidades Ornitológicas, 131, 8-9. [Introducing ornithology in education as an strategy for preserving birds].
  • Costa, R. G. A. (2007). Observação de aves como ferramenta didática para educação ambiental. Revista Didática Sistêmica, 6:33-44, [observation of birds as a teaching tool in science classes]
  • Cox, M. (2005). The pictorial world of the child. Cambridge: Cambridge University Press.
  • Evans, S., Dixon, S., & Heslop, J. (2006). Pupils´ knowledge of birds: how goo is it and where does it come from? School Science Review, 88(322), 93-98.
  • Farias, G. B., & Alves, A. G. C. (2007). É importante pesquisar o nome local das aves? Revista Brasileira de Ornitologia, 15(3), 403-408 [Is it important to study local bird names?].
  • Fernández, D. P. (2010). El Calafate Birds-Laguna Nimez and Bahia Redonda. El Calafate: BirdLife IBA.
  • Frison, M. D., Vianna, J., Chaves, J. M., Bernardi, F. N. (2009). Livro didático como instrumento de apoio para construção de ensino de ciências naturais. 7th Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC), 10p. [Textbook for teaching natural sciences].
  • Gaspar, R. (2008). Improving awareness and knowledge of preschoolers ideas about birds and their songs. 7th Conference of European Researchers in Didactics of Biology (ERIDOB), 3p., The Netherlands.
  • Gatt, S., Tunnicliffe, S. D., Borg, K., & Lautier, K. (2007). Young Maltese children´s ideas about plants. Journal of Biological Education, 41(3), 117-121.
  • Gimenes, M. R., Lopes, E. V., Loures-Ribeiro, A., Mendonça, L. B., & Anjos, L. dos (2007). Aves da planície alagável do alto Rio Paraná. Maringá: Editora da Universidade Estadual de Maringá [Birds from Rio Paraná plains].
  • Goswami, U. (2008). Cognitive Development: The Learning Brain. Hove: Psychology Press.
  • Grossi, M. G. R. (2017). O lúdico na aprendizagem: relato de experiências. Revista Ibero-Americana de Estudos em Educação, 12(3), 1689-1709 [The ludic in the learning of students: reported experiences].
  • Hofling, E. (2002). Aves no campus da Cidade Universitária Armando de Salles Oliveira. São Paulo: Editora da Universidade de São Paulo [Birds in the USP campus].
  • Hummel, E. Ozel, M., Medina-Jerez, W., Fancovicova, J., Usak, M., Prokop, P., & Randler, C. (2015). Interest in birds and its relationship with attitudes and myths; a cross-cultural study in countries with different levels of economic development. Educational Sciences: Theory & Practice, 15(1):1-12.
  • Kubiatko, M., Usak, M., Pecusova, E. (2011). Elementary school pupils´ knowledge and misconceptions about birds. Eurasian Journal of Educational Research, 43:163-182.
  • Louv, R. (2008). Last Child in The Woods: Saving Our Children from Nature-Deficit Disorder. Chapel Hill, NC: Algonguin Books.
  • Luquet, G.-H. (1927/1979). Le dessin enfantin. Neuchatel-Paris: Éditions Delachaux & Niestlè. [O desenho infantil. Porto, Pt: Livraria Civilização Ed].
  • Meller, D. A. (2011). Aves da capital das missões. Santo Ângelo: Editora da URI [Birds from Santo Ângelo, Brazil].
  • Moura, de E. M. S. L., & Vasconcelos, P. A. C. (2011). Educação infantil e seu cotidiano. Revista Diálogo Educacional. 11(32):57-67. [Preschool education and its daily life].
  • Nogueira, M. L. Piranda, E. M., Silva, M. B., Ilha, I. M. N., Paludetto, N. A., & Benites,V. A. (2015). Observação de aves e atividades lúdicas no ensino de ciências e educação ambiental. Revista Brasileira de Educação Ambiental, 10(2):187-203.[ Birds observation and ludic activities in teaching sciences and environmental education].
  • Oliveira, D. K., Soares, B. M. (2013). Aves como ferramenta sensibilizadora e formadora em experiências educativas. Vivências, 9(16): 89-99.[Birds as a tool in the development of educational experiences].
  • Patrick, P., Tunnicliffe, S. D. (2011). What plants and animals do early childhood and primary students´ name? Where do they see them? Journal of Science and Educational Technology, 20(5), 630-642.
  • Patrick, P., Mathews, C., Tunnicliffe, S. D. (2013). Using a field trip inventory to determine if listening to elementary school student´s conversations, while on a zoo field trip, enhances preservice teachers´ abilities to plan zoo field trips. International Journal of Science Education, 35(15), 2645-2669.
  • Perlo, B. V. (2009). A Field Guide to The Birds of Brazil. Oxford, UK: Oxford Univ. Press.
  • Prokop, P., Kubiatko, M., & Fancovicová, J. (2007). Why do cocks crow? Children´s concepts about birds. Research in Science Education, 37:393-405.
  • Prokop, P., & Rodák, R. (2009). Ability of Slovakian pupils to identify birds. Eurasia Journal of Mathematics, Science & Technology Education, 5(2):127-133.
  • Rapp, D. N. (2007). Mental models: theoretical issues for visualization in science education. In: J. K. Gilbert [Ed.], Visualization in Science Education (pp. 43-60). Dordrecht: Springer.
  • Rosário, L. A. do (1996). As aves em Santa Catarina: distribuição geográfica e meio ambiente [Birds from Santa Catarina: geographical distribution and environment].
  • Rosário, L. A. do (2004). Um outro olhar da via expressa Sul [A new point of view over South high road].
  • Scherer-Neto, P., & Straube, F. C. (1995). Aves do Paraná: história, lista anotada e bibliografia. Curitiba: Ed. dos autores. [Birds from Paraná State: history and bibliography].
  • Silva, I. G. M., & Bartoszeck, A. B. (2011). Desenhos: representações de aves no ensino fundamental-anos finais, um estudo introdutório. 5th EREBIO-Sul, 4th ICASE, Londrina, BR, September 18th-21th, 10p.[ Representing birds by drawings in primary school].
  • Sipinski, E. A. B. (2009). Cartilha: um jeito de cuidar da biodiversidade de Curitiba. Curitiba: Prefeitura Municipal de Curitiba e Sociedade de Pesquisa em vida selvagem e educação ambiental(SPVS), 26-32. [A booklet: a way to deal with Curitiba´s biodiversity].
  • Sousa, A. S., & Freitas, M. J. (2000). Bird watching as a strategy of environmental education. Proceedings of International Symposium BioEd-2000. Biology International, 39:1-9.
  • Straube, F. C., Deconto, L. R., & Vallejos, M. A. V. (2013). Guia do observador de aves. Curitiba: Fundação Grupo Boticário de Proteção à Natureza/Hori Consultoria Ambiental [Bird Field Guide].
  • Straube, F. C., Vieira-da-Rocha, M.C. (2006). O conhecimento da avifauna pela população de Curitiba (Paraná-Brasil) com subsídios para propostas locais de educação ambiental. Atualidades Ornitológicas, 133:18-21.[Knowledge of birds from people living in Curitiba, contributions for proposals in environment education].
  • Tomkins, S., & Tunnicliffe, S. D. (2007). Nature tables: stimulating children´s interest in natural objects. Journal of Biological Education, 41(4): 150-155.
  • Tozzo, A. M. S. (2011). [Org] Educação Infantil. Nossa Escola-Edição especial. Secretaria Municipal de Educação de Chapecó, RS, 32p. [Preschool Education curriculum and objectives in Southern Brazil].
  • Tunnicliffe, S. D. (2010). First engagement with environment. People & Science, March, p. 25.
  • Tunnicliffe, S. D. (2012). Visualisation of animals by children: how do they see birds? C. E. P. S. Journal, 1(4):63-79.
  • Tunnicliffe, S. D., Reiss, M. J. (1999). Building a model of the environment: how children see animals? Journal of Biological Education, 33(3), 142-148.
  • Vielliard, J. M. E. (2000). Bird community as an indicator of biodiversity: results from quantitative surveys in Brazil. Anais da Academia Brasileira de Ciências, 72(3), 323-330.
  • Vieira-da-Rocha, M. C., Molin, T. (2008). Aceitação da observação de aves como ferramenta didática no ensino formal. Atualidades Ornitológicas, 146, 33-37 [Birds observation as a didactic tool in schools].
  • Volpato, G. H., Anjos, L. dos, Mendonça, L. B., Lopes, E. V., Berndt, R. A.(2009). Aves da Fazenda Monte Alegre: um estudo da biodiversidade. Londrina: Editora da Universidade Estadual de Londrina [Birds from Monte Alegre Farm: a biodiversity study].
  • Westcott, P. W., Mariño, H. F., Anjos, L. dos (2002). Observando aves em Londrina-norte do Paraná, Brazil [Observing birds in Londrina, Paraná, BR].

What do Brazilian School Children Know about Birds in Their Country?

Year 2018, Volume: 7 Issue: 3, 485 - 499, 15.07.2018
https://doi.org/10.12973/eu-jer.7.3.485

Abstract

Children
have a basic knowledge of birds that they observe during their everyday life
either in their garden, other gardens, round the house, walking in the local
area or in the yard on school gardens. A total of 515 children, aged 3 to 16
(249 girls and 266 boys) enrolled in southern Brazilian public preschools, primary
school and secondary schools, were invited to participate in this exploratory
study. A semi-structured interview was conducted with 206 pupils asking to name
which birds they knew, where they had seen these birds, which ones live around
home, which they had seen further away. Additionally, they were asked which
birds they knew from a list and the source of this knowledge where they had
learned about the birds. They were asked to draw on a sheet of paper a
representation of what the word “bird” meant to them. Results show the
importance of everyday observations rather than beyond formal education in the
children knowledge. Children from the earliest years notice birds in their
everyday lives, and build a bank of knowledge, gradually acquiring an understanding
of adaptation to a variety of habitats. Children notice birds in their lives to
differing extent and sources according to the culture in which they are
immersed. Experiences of seeing or finding out about birds are encapsulated for
many children in the form of narratives and contribute to their mental models
of birds and their habitats on which they will drew in formal science later
(Biology and Environmental Education). Educational implications are discussed.

References

  • Ahi, B. (2016). Flying, feathery and beaked objects: children´s mental models about birds. International Electronic Journal of Environmental Education, 6(1), 1-6.
  • Allenspach, N., & Zuin, P. B. (2013). Aves como subsídio para a educaçãoo ambiental: o perfil das iniciativas brasileiras. Atualidades Ornitológicas, 176, 50-57 [Birds study as a contribution to environmental education].
  • Angoro, F. K., Waxman, S. R., & Medin, D. L. (2008). Naming practices and the acquisition of key biological concepts. Evidence from English and Indonesian. Psychological Science, 19(4), 314-319.
  • Anning, A. , & Ring, K. (2004). Making sense of children´s drawings. Maidenhead: Open University Press.
  • Ardigó, F. [Ed.] (2011). Histórias de uma ciência regional. São Paulo: EditoraContexto [Science regional history].
  • Argel-de-Oliveira, M. M. (1996). Subsídios para a atuação de biólogos em Educação Ambiental. O uso de aves urbanas em educação ambiental. Mundo da Saúde, 20(8): 263-270. [Biologist actions towards environment education. Using urban birds in environment education]
  • Azevedo, F. De [Ed.] (1955). As ciências no Brasil. São Paulo: Edições Melhoramentos, volume, I:7-412, II:10-399 [Science in Brazil].
  • Bartoszeck, A. B., Silva, I. G., & Tunnicliffe, S. D. (2011). Brazilian children´s concept of bird: an exploratory study. Poster presented at the 9th Conference of the European Science Education Research Association (ESERA), Lyon, France, September 5th-9th,.
  • Bartoszeck, A. B., & Tunnicliffe, S. D. (2017). What do children think is inside a crab? Journal of Emergent Education, 13:20-28.
  • Beccaceci, M. (2010). Patagonia & Antarctica field guide. Acassuso: South World.
  • Boulter, C. J., & Buckley, B. C. (2001). Constructing and using typologies of models in science education: the case of models of decay in an ecology course. Proceedings 3rd. ERIDOB:143-156.
  • Braga, T. V., Zanzini, A. C. S., Cerbocini, R. A. S., Miguel, M., Moura, A. S. (2010). Avifauna em praças da cidade de Lavras (MG): riqueza, similaridade e influência de variáveis do ambiente urbano. Revista Brasileira de Ornitologia, 18(1):26-33 [urban birds from Lavras town].
  • Burnie, D. (1990). Aves:aventura visual. São Paulo: Editora Globo [eyewitness guides-birds].
  • Cartak, O. (2009). Science students´ misconceptions about birds. Scientific Research and Essay, 4(12), 1518-1522.
  • Costa, R. G. A. (2006). Inserção da ornitologia na educação como estratégia de conservação das aves. Atualidades Ornitológicas, 131, 8-9. [Introducing ornithology in education as an strategy for preserving birds].
  • Costa, R. G. A. (2007). Observação de aves como ferramenta didática para educação ambiental. Revista Didática Sistêmica, 6:33-44, [observation of birds as a teaching tool in science classes]
  • Cox, M. (2005). The pictorial world of the child. Cambridge: Cambridge University Press.
  • Evans, S., Dixon, S., & Heslop, J. (2006). Pupils´ knowledge of birds: how goo is it and where does it come from? School Science Review, 88(322), 93-98.
  • Farias, G. B., & Alves, A. G. C. (2007). É importante pesquisar o nome local das aves? Revista Brasileira de Ornitologia, 15(3), 403-408 [Is it important to study local bird names?].
  • Fernández, D. P. (2010). El Calafate Birds-Laguna Nimez and Bahia Redonda. El Calafate: BirdLife IBA.
  • Frison, M. D., Vianna, J., Chaves, J. M., Bernardi, F. N. (2009). Livro didático como instrumento de apoio para construção de ensino de ciências naturais. 7th Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC), 10p. [Textbook for teaching natural sciences].
  • Gaspar, R. (2008). Improving awareness and knowledge of preschoolers ideas about birds and their songs. 7th Conference of European Researchers in Didactics of Biology (ERIDOB), 3p., The Netherlands.
  • Gatt, S., Tunnicliffe, S. D., Borg, K., & Lautier, K. (2007). Young Maltese children´s ideas about plants. Journal of Biological Education, 41(3), 117-121.
  • Gimenes, M. R., Lopes, E. V., Loures-Ribeiro, A., Mendonça, L. B., & Anjos, L. dos (2007). Aves da planície alagável do alto Rio Paraná. Maringá: Editora da Universidade Estadual de Maringá [Birds from Rio Paraná plains].
  • Goswami, U. (2008). Cognitive Development: The Learning Brain. Hove: Psychology Press.
  • Grossi, M. G. R. (2017). O lúdico na aprendizagem: relato de experiências. Revista Ibero-Americana de Estudos em Educação, 12(3), 1689-1709 [The ludic in the learning of students: reported experiences].
  • Hofling, E. (2002). Aves no campus da Cidade Universitária Armando de Salles Oliveira. São Paulo: Editora da Universidade de São Paulo [Birds in the USP campus].
  • Hummel, E. Ozel, M., Medina-Jerez, W., Fancovicova, J., Usak, M., Prokop, P., & Randler, C. (2015). Interest in birds and its relationship with attitudes and myths; a cross-cultural study in countries with different levels of economic development. Educational Sciences: Theory & Practice, 15(1):1-12.
  • Kubiatko, M., Usak, M., Pecusova, E. (2011). Elementary school pupils´ knowledge and misconceptions about birds. Eurasian Journal of Educational Research, 43:163-182.
  • Louv, R. (2008). Last Child in The Woods: Saving Our Children from Nature-Deficit Disorder. Chapel Hill, NC: Algonguin Books.
  • Luquet, G.-H. (1927/1979). Le dessin enfantin. Neuchatel-Paris: Éditions Delachaux & Niestlè. [O desenho infantil. Porto, Pt: Livraria Civilização Ed].
  • Meller, D. A. (2011). Aves da capital das missões. Santo Ângelo: Editora da URI [Birds from Santo Ângelo, Brazil].
  • Moura, de E. M. S. L., & Vasconcelos, P. A. C. (2011). Educação infantil e seu cotidiano. Revista Diálogo Educacional. 11(32):57-67. [Preschool education and its daily life].
  • Nogueira, M. L. Piranda, E. M., Silva, M. B., Ilha, I. M. N., Paludetto, N. A., & Benites,V. A. (2015). Observação de aves e atividades lúdicas no ensino de ciências e educação ambiental. Revista Brasileira de Educação Ambiental, 10(2):187-203.[ Birds observation and ludic activities in teaching sciences and environmental education].
  • Oliveira, D. K., Soares, B. M. (2013). Aves como ferramenta sensibilizadora e formadora em experiências educativas. Vivências, 9(16): 89-99.[Birds as a tool in the development of educational experiences].
  • Patrick, P., Tunnicliffe, S. D. (2011). What plants and animals do early childhood and primary students´ name? Where do they see them? Journal of Science and Educational Technology, 20(5), 630-642.
  • Patrick, P., Mathews, C., Tunnicliffe, S. D. (2013). Using a field trip inventory to determine if listening to elementary school student´s conversations, while on a zoo field trip, enhances preservice teachers´ abilities to plan zoo field trips. International Journal of Science Education, 35(15), 2645-2669.
  • Perlo, B. V. (2009). A Field Guide to The Birds of Brazil. Oxford, UK: Oxford Univ. Press.
  • Prokop, P., Kubiatko, M., & Fancovicová, J. (2007). Why do cocks crow? Children´s concepts about birds. Research in Science Education, 37:393-405.
  • Prokop, P., & Rodák, R. (2009). Ability of Slovakian pupils to identify birds. Eurasia Journal of Mathematics, Science & Technology Education, 5(2):127-133.
  • Rapp, D. N. (2007). Mental models: theoretical issues for visualization in science education. In: J. K. Gilbert [Ed.], Visualization in Science Education (pp. 43-60). Dordrecht: Springer.
  • Rosário, L. A. do (1996). As aves em Santa Catarina: distribuição geográfica e meio ambiente [Birds from Santa Catarina: geographical distribution and environment].
  • Rosário, L. A. do (2004). Um outro olhar da via expressa Sul [A new point of view over South high road].
  • Scherer-Neto, P., & Straube, F. C. (1995). Aves do Paraná: história, lista anotada e bibliografia. Curitiba: Ed. dos autores. [Birds from Paraná State: history and bibliography].
  • Silva, I. G. M., & Bartoszeck, A. B. (2011). Desenhos: representações de aves no ensino fundamental-anos finais, um estudo introdutório. 5th EREBIO-Sul, 4th ICASE, Londrina, BR, September 18th-21th, 10p.[ Representing birds by drawings in primary school].
  • Sipinski, E. A. B. (2009). Cartilha: um jeito de cuidar da biodiversidade de Curitiba. Curitiba: Prefeitura Municipal de Curitiba e Sociedade de Pesquisa em vida selvagem e educação ambiental(SPVS), 26-32. [A booklet: a way to deal with Curitiba´s biodiversity].
  • Sousa, A. S., & Freitas, M. J. (2000). Bird watching as a strategy of environmental education. Proceedings of International Symposium BioEd-2000. Biology International, 39:1-9.
  • Straube, F. C., Deconto, L. R., & Vallejos, M. A. V. (2013). Guia do observador de aves. Curitiba: Fundação Grupo Boticário de Proteção à Natureza/Hori Consultoria Ambiental [Bird Field Guide].
  • Straube, F. C., Vieira-da-Rocha, M.C. (2006). O conhecimento da avifauna pela população de Curitiba (Paraná-Brasil) com subsídios para propostas locais de educação ambiental. Atualidades Ornitológicas, 133:18-21.[Knowledge of birds from people living in Curitiba, contributions for proposals in environment education].
  • Tomkins, S., & Tunnicliffe, S. D. (2007). Nature tables: stimulating children´s interest in natural objects. Journal of Biological Education, 41(4): 150-155.
  • Tozzo, A. M. S. (2011). [Org] Educação Infantil. Nossa Escola-Edição especial. Secretaria Municipal de Educação de Chapecó, RS, 32p. [Preschool Education curriculum and objectives in Southern Brazil].
  • Tunnicliffe, S. D. (2010). First engagement with environment. People & Science, March, p. 25.
  • Tunnicliffe, S. D. (2012). Visualisation of animals by children: how do they see birds? C. E. P. S. Journal, 1(4):63-79.
  • Tunnicliffe, S. D., Reiss, M. J. (1999). Building a model of the environment: how children see animals? Journal of Biological Education, 33(3), 142-148.
  • Vielliard, J. M. E. (2000). Bird community as an indicator of biodiversity: results from quantitative surveys in Brazil. Anais da Academia Brasileira de Ciências, 72(3), 323-330.
  • Vieira-da-Rocha, M. C., Molin, T. (2008). Aceitação da observação de aves como ferramenta didática no ensino formal. Atualidades Ornitológicas, 146, 33-37 [Birds observation as a didactic tool in schools].
  • Volpato, G. H., Anjos, L. dos, Mendonça, L. B., Lopes, E. V., Berndt, R. A.(2009). Aves da Fazenda Monte Alegre: um estudo da biodiversidade. Londrina: Editora da Universidade Estadual de Londrina [Birds from Monte Alegre Farm: a biodiversity study].
  • Westcott, P. W., Mariño, H. F., Anjos, L. dos (2002). Observando aves em Londrina-norte do Paraná, Brazil [Observing birds in Londrina, Paraná, BR].
There are 58 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Amauri B. Bartoszeck This is me

Waldinéia Vandrovieski This is me

Vanessa Tratch This is me

Franciane Czelusniak This is me

Sue Dale Tunnicliffe This is me

Publication Date July 15, 2018
Published in Issue Year 2018 Volume: 7 Issue: 3

Cite

APA B. Bartoszeck, A., Vandrovieski, W., Tratch, V., Czelusniak, F., et al. (2018). What do Brazilian School Children Know about Birds in Their Country?. European Journal of Educational Research, 7(3), 485-499. https://doi.org/10.12973/eu-jer.7.3.485
AMA B. Bartoszeck A, Vandrovieski W, Tratch V, Czelusniak F, Tunnicliffe SD. What do Brazilian School Children Know about Birds in Their Country?. eujer. July 2018;7(3):485-499. doi:10.12973/eu-jer.7.3.485
Chicago B. Bartoszeck, Amauri, Waldinéia Vandrovieski, Vanessa Tratch, Franciane Czelusniak, and Sue Dale Tunnicliffe. “What Do Brazilian School Children Know about Birds in Their Country?”. European Journal of Educational Research 7, no. 3 (July 2018): 485-99. https://doi.org/10.12973/eu-jer.7.3.485.
EndNote B. Bartoszeck A, Vandrovieski W, Tratch V, Czelusniak F, Tunnicliffe SD (July 1, 2018) What do Brazilian School Children Know about Birds in Their Country?. European Journal of Educational Research 7 3 485–499.
IEEE A. B. Bartoszeck, W. Vandrovieski, V. Tratch, F. Czelusniak, and S. D. Tunnicliffe, “What do Brazilian School Children Know about Birds in Their Country?”, eujer, vol. 7, no. 3, pp. 485–499, 2018, doi: 10.12973/eu-jer.7.3.485.
ISNAD B. Bartoszeck, Amauri et al. “What Do Brazilian School Children Know about Birds in Their Country?”. European Journal of Educational Research 7/3 (July 2018), 485-499. https://doi.org/10.12973/eu-jer.7.3.485.
JAMA B. Bartoszeck A, Vandrovieski W, Tratch V, Czelusniak F, Tunnicliffe SD. What do Brazilian School Children Know about Birds in Their Country?. eujer. 2018;7:485–499.
MLA B. Bartoszeck, Amauri et al. “What Do Brazilian School Children Know about Birds in Their Country?”. European Journal of Educational Research, vol. 7, no. 3, 2018, pp. 485-99, doi:10.12973/eu-jer.7.3.485.
Vancouver B. Bartoszeck A, Vandrovieski W, Tratch V, Czelusniak F, Tunnicliffe SD. What do Brazilian School Children Know about Birds in Their Country?. eujer. 2018;7(3):485-99.