Abstract # 13180 Event # 56:

Scheduled for Thursday, August 9, 2018 04:30 PM-04:45 PM: (Regency East 1 ) Oral Presentation


M. Franquesa-Soler1,2, L. Jorge-Sales2, P. Moreno-Casasola1 and J. Serio-Silva1
1Instituto de Ecología, A.C., Xalapa, Veracruz 91070, Mexico, 2Miku Conservación, A.C.
     Primates have an important role in the regeneration of tropical forests through seed dispersal, but 47% of primates are threatened due to deforestation, pet-trade, and bushmeat hunting. Successful primate conservation (PC) strategies require accurate educational programs capable of enhancing new system-thinking and responsible behavior with these species. Arts-based conservation education can inclusively foster cognitive and emotional processes. In this paper, we evaluate an arts-based PC program conducted in Southern Mexico. A sample of 229 children from rural and urban communities participated in a program for the conservation of black howlers (Alouatta pigra). Different teaching methods were tested (storytelling, theater and shadow puppets), contrasted with a control group, and evaluated through drawings analysis. Results showed that children’s knowledge score was predicted by the technique used and the residence within or outside of Protected Areas (PAs). Conversely, gender and context (urban or rural) did not. Overall, indicators of knowledge revealed an increase of knowledge between Pre-Post test, while a decrease of misconceptions that were detected in the Pre-evaluation. Finally, a satisfaction survey answered by children about the whole program showed a high positive feedback. The study highlights the value of designing multidisciplinary projects based on holistic experiences, where the arts-based education program (grounded in previous scientific studies) has shown to be a successful way to conduct a primate conservation education program. Supported by CONACyT Mexican scholarship (556384).