Encouraging children’s learning and curiosity towards fish: the importance of outdoor science experiences and the inclusion of didactic activities

Abstract

Outdoor educational activities provide unique opportunities to observe and understand wild animals, to enhance curiosity and to cope with misconceptions regarding the natural environment. The present work, addressed to 3–12 years-old children, focuses on three aims. First, we assessed whether a scientific fishing activity involving live animals, led by scientists and aimed at families, helps to improve the knowledge of children (N = 28) regarding the diversity of fish in the river. Second, we studied to what extent the activity allows the redirection of misconceptions and permits the elaboration of more complete mental models about fish morphology. Third, we studied if the participation and curiosity of children (N = 14) are encouraged by the incorporation of didactic dynamics into the initial proposal. The activity was performed in an urban park near the mouth of the Besòs river (Catalonia, Spain). In the first fishing, questionnaires and a drawing exercise where children had to depict a fish were distributed before and after the activity. In the second fishing, which included a game and a story in addition to the questionnaires and the drawing, the children’s behaviour while they observed the fish before and after these activities was monitored. Results show that a fishing activity contributes to improving the knowledge about the fish species that live in the river and can correct misconceptions about fish morphology for some children. It was also found that including didactic activities stimulates the curiosity, participation and satisfaction of children. Finally, some aspects to be improved are discussed.