Teaching Biodiversity: Towards a Sustainable and Engaged Education
Round 1
Reviewer 1 Report
More updates are needed regarding the history of the term "biological diversity" (eg Reaka-Kudla, M.L., Wilson, D.E. and Wilson, E.O. (eds) (1997) Biodiversity II.Joseph Henry Press, Washington, DC.). Also - Norse, E.A. and McManus, R.E. (1980) Ecology and Living Resources Biological Diversity. In Environmental Quality 1980: Eleventh Annual Report of the Council on Environmental Quality. Council on Environmental Quality, Washington, DC. Founding paper describing biological diversity; its wide horizons explicitly include philosophical and social topics.
It is necessary to specify the percentage of representativeness of the sample of 118 teachers on which the study was carried out.
The description of the characteristics of the sample requires better detailing in the text, being necessary their description in the text.
Correspondence between text and figures is required (an explicit reference to the figures should be made in the text).
It is necessary to present more clearly/detail what are the 'other concepts' that have been compared with the concept of biodiversity.
It is necessary to compare other studies of the same kind with the results obtained in the presented study, with other educational systems for example.
Author Response
Dear reviewer
On behalf of the authors of the article project entitled "Teaching Biodiversity: Towards a Sustainable and Engaged Education," I would like to express my sincere thanks to you for the time you reserved to read the article and for your strong encouragement and comments. They have helped us restructure the article and add additional information.
Best regards.
- More updates are needed regarding the history of the term "biological diversity" (eg Reaka-Kudla, M.L., Wilson, D.E. and Wilson, E.O. (eds) (1997) Biodiversity II. Joseph Henry Press, Washington, DC.). Also - Norse, E.A. and McManus, R.E. (1980) Ecology and Living Resources Biological Diversity. In Environmental Quality 1980: Eleventh Annual Report of the Council on Environmental Quality. Council on Environmental Quality, Washington, DC. Founding paper describing biological diversity; its wide horizons explicitly include philosophical and social topics.
We were able to enhance the part relating to the history of the concept of biodiversity in our article by adding the references that you recommended to us to lines 79–84 and 100–104.
- It is necessary to specify the percentage of representativeness of the sample of 118 teachers on which the study was carried out.
We have specified the percentage of representativeness of these 118 teachers in the text and which is equal to 25.48%.
- The description of the characteristics of the sample requires better detailing in the text, being necessary their description in the text.
We have presented the main socio-professional characteristics of the surveyed teachers in Table 1, and we have developed the detailed descriptive text at the bottom (line 175→195).
- Correspondence between text and figures is required (an explicit reference to the figures should be made in the text).
Modification is done.
- It is necessary to present more clearly/detail what are the 'other concepts' that have been compared with the concept of biodiversity.
It’s true. Biodiversity concept is compared to other concepts in science curricula such as the concept environment, ecosystem, nature and ecology (line 325).
- It is necessary to compare other studies of the same kind with the results obtained in the presented study, with other educational systems for example.
We added a paragraph (line 561-678) that summarizes some research results of the same kind as our research in other education systems in order to be able to make comparisons later. In summary, previous studies have shown that teachers' representations of biodiversity are incomplete, with most focusing on species dimensions. A study in Portugal found that teachers had limited knowledge of biodiversity, despite having a more varied vocabulary. A Brazilian study found that teachers considered the evolutionary perspective important in teaching biodiversity, but the concepts with the least emphasis were those related to macroevolution and phylogenetics. However, studies of teachers' representations of biodiversity emphasize the importance of considering the complexity of biodiversity, including species diversity, ecosystems, genetics, evolution, and human interaction.
Reviewer 2 Report
The authors of this manuscript used quantitative (categorical survey responses) and qualitative (follow up interviews) methods to study Moroccan teachers’ (primary and secondary) representations, perceived importance, and approaches to teaching the concept of biodiversity to their students. The authors connected their findings to teacher specialties, educational level, teaching experience, and training. Overall this study is important as it contributes to understanding a key issue in biology- Biodiversity, which underpins issues of conservation and sustainability. Identifying factors that influence how and what is taught regarding biodiversity is therefore important.
Overall the paper was fairly well-written and findings were straightforward. My main concerns are whether this is broadly applicable since it was a small sample size in a single location, and the author’s use of figures and lack of statistical analyses. I would like the authors to include more information about how the work relates to other studies. A few studies are sited, but this is a huge area of active education research and there is little to no comparison of how their study relates or fits in with the existing body of knowledge. This is not my specific area of expertise, but a quick google scholars search turned up A LOT of literature, including some reviews and I didn’t see these cited by the article. I would like to see more specific comparison of their findings to connect it to the broader audience that may read the journal.
My second key concern is the use of figures in this article. It has 23 figures many of which could be combined into a single summary table, moved to supplemental materials, or deleted entirely. Often the figures and figure descriptions are used to introduce the information, rather than to illustrate a concept in the results after it is stated. For example: Figure 9, 12, 16 list the variations of what is asked in the description of the figure, and they are not listed in the methods or results. Lastly, the figures are rarely actually cited in the text of the paper.
My specific detailed comments are addressed below:
Introduction
1. Line 20- Wording alludes to significant events of the last century- can you explain specifically?
2. Line 22- Change “It” to Biodiversity
3. Line 28- Change school knowledge to academic knowledge
4. Line 29- missing subject after “helps”
5. There are gaps between some paragraphs (Lines 31, 38, 49, 62, 94 and more) - check the formatting
6. For sentences beginning at 41 and 43- perhaps number these or just combine them into the paragraph.
7. Line 48- describe these pieces of work and why they are significant.
8. Line 50- add comma after didactics
9. Line 56- specify country after Guelmim
10. Line 60- is it really a complete view or more of a representative view?
11. Line 68- Reword “The primary questions of this study include” or the “Aim of this study was to answer the following research questions”
12. I would like to see more information in the introduction about previous work of others related to biodiversity educational research, and a clear message that states how this study will be a significant move in a new direction or deeper understanding.
13. Line 118- This sentence is unclear to me “also teachers representations…”
14. Line 121- paragraph can be combined with the previous two sentences.
Materials and Methods
15. Line 143-146- I think this may have been a placeholder text- it should be removed.
16. Line 149- replace research with project
17. Line 160- Change “secondary level. It’s because” to “secondary level because”
18. Line 162- Change “ curricula of the discipline of life sciences.” to “curricula of these disciplines.”
19. It is unclear in the materials and methods how many total surveys were sent out and how many were received back.
20. Make a table with the descriptive information about participants rather than the 7 figures in this section.
21. Line 218- how many of the individuals surveyed with questionnaires were interviewed? Simply stating this is good enough. Then figure 8 can be eliminated which I think is related to the qualitative data gathering.
22. Include supplemental information about what the details of the questions for quantitative and qualitative pieces. It would be nice to have them all in one place. It is unclear how many total questions they were asked to answer.
23. Line 230- Change “in” to “with”
Results
24. The results often have descriptions of the implications an interpretation rather than just basic results. This may be how it is presented in this journal, but if not, it should go to the discussion. Example Paragraph starting at 265 and 309 among others.
25. Line 265 change “the surveyed teachers conceive a majority way biodiversity” to “the majority of surveyed teachers conceive biodiversity”
26. Figures 11, 13, 17 seem to reiterate the figures before them. Are they needed? If so what do they show that is different?
27. Table 1- use decimals rather than commas. What are these average values averages of?
28. Line 291- can a different word be used here than conception to avoid the repetition with concept? Maybe incorporation?
29. Lines 299-302- Genetics and Evolution are typically not considered as part of the primary school curriculum, so this finding isn’t surprising-maybe mention when are they first introduced or required in the standards?
30. Line 341- Combine sentence with “as described below” at 345.
31. Bullets may not be appropriate for Lines 359 & 364
32. Line 404- delete “who have been interviewed”
33. Lines 407 and below bullets are dashes instead. Maintain consistency.
34. Line 417- change “that frame” to “for”
35. Lines 441-448- clarify the appropriate proposals A’, B’, C’ on each of the bullets here. Also C is not listed as C’
36. Line 490- the figure description here is differently described from the previous figures. Is it the same analysis?
37. Line 520- Figure 21- switch the secondary side of each of the sub figures to list doctoral degree before masters degree as is on the primary school side.
38. Line 543- delete “and even their specialty”
39. Figure 22- I’m not sure if there is substantial value in having the left side of the figure included.
40. Discussion- I would like to see more comparison and significance relative to other studies around the world. How is Morocco different from other countries in their approach/requirements for teaching the topic of biodiversity, how does that frame the perspective of this article?
41. Line 739- I think there is substantial qualitative data that is not included in the article. Including some information in the supplementary material would be valuable.
The English is good- I noted a few things that could be improved, but overall it is fine.
Author Response
Dear reviewer
All the authors thank you for the time you took to evaluate our research work and for your relevant and encouraging comments, which were very helpful in improving the quality of our draft article. They are very constructive and have helped us considerably to restructure the article and add additional information.
Please find attached the revised paper. You will find below the answers to your comments and suggestions, point by point. The numbers of the figures mentioned in our replies comply with the numbering of our first draft of the article. On the other hand, the numbers of the figures have changed in the new version of the draft of our article after the various changes made.
Best regards
Introduction
- Line 20- Wording alludes to significant events of the last century- can you explain specifically?
The significant events of the last century that we choose to mention is especially the United Nations Conference on Environment and Development (in Rio de Janeiro, 1992). The Convention on Biological Diversity (CBD) was one of the most notable outcomes of the conference. It has played a significant role in shaping international efforts to conserve biodiversity. It has guided discussions, policies, and initiatives related to the conservation of species and ecosystems, the equitable sharing of benefits from genetic resources, and the sustainable use of biodiversity.
- Line 22- Change “It” to Biodiversity
Modification is done: line 24.
- Line 28- Change school knowledge to academic knowledge
Modification is done: line 30.
- Line 29- missing subject after “helps”
We added the subject “human actions” to the sentence (line 31).
- There are gaps between some paragraphs (Lines 31, 38, 49, 62, 94 and more) - check the formatting
We checked and the modification is done.
- For sentences beginning at 41 and 43- perhaps number these or just combine them into the paragraph.
Modification is done.
- Line 48- describe these pieces of work and why they are significant.
Wilson's work contributed to the recognition of biodiversity as a critical component of ecological health. His efforts to communicate the importance of biodiversity conservation to both scientific and general audiences have catalyzed conservation initiatives worldwide. His influence extends to policy-making, educational curricula, and public discourse, helping shape a broader understanding of the importance of safeguarding Earth's biological diversity. His book "The Diversity of Life," published in 1992, underscored the urgent need to preserve biodiversity and the consequences of its loss (line 49).
- Line 50- add comma after didactics
Modification is done.
- Line 56- specify country after Guelmim
Modification is done: Guelmim city in Morocco.
- Line 60- is it really a complete view or more of a representative view?
Modification is done line 63: Yes, you are right. It’s a representative view.
- Line 68- Reword “The primary questions of this study include” or the “Aim of this study was to answer the following research questions”
Modification is done: line 69.
Author Response File: 
Author Response.pdf
Round 2
Reviewer 2 Report
The authors made substantial changes and addressed my concerns from the first review. In particular, their use of figures is much more limited and broader perspectives and other studies have been incorporated into their discussion and introduction.
I have only a couple of minor corrections for the authors:
1. Line 33- “Somes studies has”- correct this sentence to “Studies have”
2. Line 39- change “talk” to “discussed”
3. Line 81- include a citation for Lovejoy’s work. Also- I don’t think you’ll need to have lovejoy and Norse and McManus in quotations. Combine this paragraph with the one below.
4. Line 168- I’m not clear on what representativeness is- can you include a brief explanation of that 25% value? Is it describing the % of all teachers in the study area, even the ones that weren’t sent surveys?
5. Cite table 1 and table 2 in the text where they apply.
6. Make sure all of your Figure citations include capitalized F. For example Line 314-317 and others.
7. Line 327- delete “the concept”
8. Line 568- delete “but”
9. Citation # 35 has biodiversity spelled incorrectly.
It is good- I found a couple of minor corrections, but nothing major.
Author Response
Dear reviewer
On behalf of the authors of the article project entitled "Teaching Biodiversity: Towards a Sustainable and Engaged Education," I would like to sincerely thank you for the time you have devoted to reviewing our revised article and for your comments aimed at improving the quality of the article.
Best regards.
- Line 33- "Somes studies has"- correct this sentence to "Studies have"
Modification is done.
- Line 39-change "talk" to "discussed"
Modification is done.
- Line 81- include a citation for Lovejoy's work. Also I don't think you'll need to have Lovejoy and Norse and McManus in quotations. Combine this paragraph with the one below.
We made the modifications. We included the citation. It presents a logical flow from specific biodiversity conservation efforts to a broader discussion of environmental concerns, highlighting Lovejoy's contributions in this context.
- Line 168- I'm not clear on what representativeness is- can you include a brief explanation of that 25% value? Is it describing the % of all teachers in the study area, even the ones that weren't sent surveys?
We specify the percentage of representativeness of the sample of 118 teachers on which the study was carried out in relation to the total number of teachers in the Guelmim province.
- Cite table 1 and table 2 in the text where they apply.
Modification is done.
- Make sure all of your Figure citations include capitalized F. For example, Line 314-317 and others.
Modification is done.
- Line 327-delete "the concept"
Modification is done.
- Line 568-delete "but"
Modification is done.
- Citation # 35 has biodiversity spelled incorrectly.
Modification is done.
