Computer-based mapping allows children to provide information about their ecological knowledge and nature interactionsThis paper presents and critiques the development of a ‘computer-based personal nature
mapping’ method for gaining information about children’s ecological knowledge and nature interactions at the micro-level of their neighborhoods and in their lives. The methodology developed by the researchers combines computer mapping with aerial photos and GIS (geographic information system) information and provides data at a far more detailed and spatially accurate level than previously possible. This methodology also identifies social factors that can influence children’s encounters with nature. Another unique feature of this methodology is the way it allows children to provide data about their neighborhood lives and nature features they are familiar with.
Three methods were used to elicit information from children: a hand-drawn map, an interview, and a personalized computer map using a GIS-aerial photo interface. This methodology was used with 187 children, ages 9-11, from 9 schools in 3 New Zealand cities and included children from low, medium and high socio-economic backgrounds. While the GIS interface used in the study is an adult construction and the interview questions were adult-designed, the data provided are not. This data was provided by the children. With the aid of the researcher, each child built their own computer-based personal nature map which included places where the children liked to play, where they did activities, places they walked or were driven to, where their friends lived, where they would go to find such things as birds, insects, ‘special’ trees, natural water, a wild animal, a quiet nature place and a wild nature place.
All the children in the study were able to produce a data-rich personal computer map allowing them to demonstrate what they did know about nearby nature. They clearly knew, for example, where to find insects, birds, and plants that attract wildlife. They could name some species, and relationships between species, and were able to demonstrate this knowledge through computer mapping. While the children engaged far better with the computer-mapping than the interviews or the hand-drawings, all three elements -- drawn map, interview and computer map -- were considered necessary for the researchers to develop a relationship with the child and for the child’s knowledge to emerge.
In addition to developing a child-centered way to collect data about children’s knowledge of and experiences with nearby nature in an urban setting, this study also provided information about children’s hitherto overlooked natural knowledge at the micro-scale.
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