This study presents the results of a pilot learning intervention for improving children’s ideas about plant
protection. The research was executed in two phases. The first phase aimed at exploring children’s ideas about
plant protection. These ideas were taken into account for the design and development of a digital learning
environment. The second phase concerned the development, implementation and evaluation of the learning
environment. In the first phase, 262 participants (10–12 years old) were asked to write a short text about ‘Environmental
protection’. During the second phase, twenty-six participants (10–12 years old) were asked to write
a text on ‘How we can protect the endemic plants’, before and after the implementation of the learning activities.
Responses were content analysed and their meaning was classified according to the coding scheme of Blanchet-
Cohen, Ragan, and Amsden (Children, Youth and Environments 2003; 13: 1–7). The results of the first
phase showed that participants mentioned individual lifestyle actions of environmental protection and, therefore,
the learning environment should emphasise the importance of other types of environmental protection (eg political
actions, legislation, social actions). The proposed learning activities enriched participants’ awareness about
the importance of social and legal actions for plant protection.

• The effect of a digital learning environment on children’s conceptions about the protection of endemic plants

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