Scientific Collections as Educational Resources: A Methodological Experience with the Ichthyofauna of the Tapajós River for Sustainable Development

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

Review Report

This paper reports the steps and methods used in the utilization of data from the UFOPA Ichthyological Collection to create educational materials that support Education for Sustainable Development (ESD). This has been achieved through: Systematization of taxonomic and ecological data, selection of species with pedagogical potential through interviews and a public consultation, translation of technical descriptions into accessible language via interdisciplinary collaboration, production of four pedagogical outputs: memory game, coloring book, illustrated species guide, and multi-grade activity workbook.

This is a case study of how scientific collections can be effectively adapted into ESD tools, and the approach is positioned as a replicable model for other socio-environmental contexts. While the overall report of the ESD case study has some relevance and the manuscript conveys what the authors have done, the structure of the manuscript is slightly flawed. Methods and results are intermixed, background explanations about materials and methods appear outside of the introduction, and some statistical treatments (percentages on very small samples) are inappropriate. The paper would benefit from clearer delineation of sections, more concise presentation of results, and an expanded discussion that integrates previously misplaced content.

 

For this reason, I suggest a minor revision.

Minor Comments

Line 7–12: Why is there written “Graduate student, Scholarship holder”? This is unusual in author affiliations. Please use standard academic formatting.

Line 19–21: Sounds like you used the collection itself to create new resources. Please clarify the wording: rather than “adapting the collection,” you “used the collection to produce educational materials.”

Line 22–29: Rephrase, your work is not “adapting the collection” but “using it to generate resources.”

Line 86–90: The methods section is not well written. It includes background and interpretive remarks that belong in the introduction or discussion. Please streamline this to describe only the methodological steps.

Line 165–173: Presenting percentages from a sample of seven people is inappropriate and looks unprofessional. Provide raw counts instead.

Line 173: This is an exempel of sentences outplace. This belongs in the discussion, not in the methods section.

Line 205 onward: Much of what is presented as “Results” actually describes methodological steps. Results should be limited to what was produced (the four resources, their characteristics, and feedback from the public consultation).

Line 267 onward: Sections describing product development processes again belong in methods. Reserve the results section for the outputs and findings from consultation/analysis.

Author Response

Please see the attachment

Author Response File: Author Response.pdf

Reviewer 2 Report

Comments and Suggestions for Authors

Scientific Collections as Educational Resources: A Methodological Experience with the Ichthyofauna of the Tapajós River for  Sustainable Development

sustainability-3904494

Review

The evaluated manuscript contains the stages of an important and original  project: the valorization of the heritage of the ichthyological collection of the Federal University of Pará and its information content for the development of materials based on the principles of sustainable development and addressed to several target groups. The paper explains the stages through which scientific information related to the fish species in the collection reached the target group in an accessible and attractive form. The idea is valuable because the educational products obtained propagate scientific information to a wide audience, which becomes responsible, understands the danger of biodiversity loss and develops behaviors and attitudes that lead to involvement in conservation projects and activities.

In the introduction, the authors signaled two current dangers: the low number of ichthyologists and the insufficient use of taxonomic collections, which risk leading to the loss of valuable information on the biodiversity of the Amazon. Taxonomic collections contain reference specimens, necessary for specialists to identify individuals, carry out taxonomic revisions, monographs, ecological and historical studies. Too few have thought about using the collections in teaching activities and for the development of skills, necessary for sustainable development: the formation of critical thinking, systemic thinking, communication and collaboration skills. The UFOPA ichthyological collection, established in 2012, contains 650 species and type specimens. The Tapajos River, the second tributary of the Amazon Basin, contains 982 species. In addition to its role in research, this collection has a role in teaching and disseminating research results. Therefore, one of the target groups is represented by students. The study aims to systematize the taxonomic, ecological and cultural aspects of the species in the collection, to identify criteria for selecting species with pedagogical potential, to transform scientific language into an accessible language and to use the UFOPA ichthyological collection for the purpose of developing accessible pedagogical materials.

              2.124 / 5.000 The study used the action research method that involved the interaction of researchers and the academic community with users of educational materials. The fish collection comes from the hydrographic basins located at the confluence of the Tapajós National Forest with the Arapiuns, Cupari and Tapajós rivers. Interviews with ichthyological researchers provided the criteria for selecting species with pedagogical uses. Public consultation with students, teachers, and members of civil society indicated public priorities and the contents of educational materials that would raise the level of education. The study went through four stages: 1. Studying and systematizing the collection, a stage completed with the selection of 100 specimens analyzed from a morphological, ecological, taxonomic and socio-cultural point of view. 2. Selection of species with high pedagogical potential taking into account visual recognition, their cultural importance, conservation value and their frequency. 3.Development of precise, clear, accessible and scientifically correct content. 4.Production of engaging and socially relevant educational materials that integrated scientific content and the principles of education for sustainable development for children in the literacy stage, primary school teachers, riparian communities and fisheries management agents: memory game, coloring book, illustrated species guide and brochure on fisheries agreements and management. The methodology contributed to the development of cognitive, socio-emotional and behavioral skills of students. The authors presented the characteristics of the research group participating in the interviews (age, gender, professional training) and the interview protocol. The group of 39 people participating in the online survey was also described according to age, gender and education. A bibliographic study was also conducted on the biodiversity of the Tapajós River and the importance of conserving aquatic species. At all stages of the research, ethical norms were respected.      

We analyzed the four educational products designed according to the interest expressed following the public consultation. They are the result of a substantial effort of documentation, scientific analysis and synthesis of data related to the ichthyofauna of the Tapajós River and converted into an attractive, accessible, clear, synthetic but scientifically rigorous format dedicated to a specific target audience, generally represented by middle school students. We identified the concern to design materials that would attract children to learn about biodiversity, recognize species, understand their role in aquatic ecosystems, but also familiarize them with aspects related to geographical distribution, conservation status and applications of their knowledge. Certainly, this type of educational materials develops skills, curiosity, the spirit of observation and responsible behavior towards living organisms and involvement in actions to protect and conserve biodiversity. The manuscript was written in a clear, precise, synthetic style that demonstrates professional maturity, expertise in the field of zoology and biology teaching methodology. The discussions and conclusions of this project were synthetically formulated and well correlated with the research results. The scientific substantiation of the work, the methodology of designing these educational products are based on a current bibliography and normative acts that establish the principles of modern education for sustainable development. I appreciate the original, very inspired idea of ​​​​the valorization of a taxonomic collection in mass education, the popularization of science among students and the high target that the authors proposed, the development of ecological behavior and responsible attitude. I suggest completing the manuscript with a more detailed analysis of the UFOPA ichthyological collection from a taxonomic, ecological point of view and its value, given by the total number of specimens, the number of type specimens, the abundance of taxa, the economic and cultural value and the way of storing the information provided by this collection. I suggest presenting the results of the public consultation in the form of a graph taking into account the age, education and field of activity of the people in the audience Translate the content of the box at the bottom right into English. In conclusion, I propose accepting the manuscript after minor revision.

Author Response

Please see the attachment

Author Response File: Author Response.pdf