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Volume 18, issue 1 | Copyright

Special issue: AGORA: Ideas and Concepts

Web Ecol., 18, 37-40, 2018
https://doi.org/10.5194/we-18-37-2018
© Author(s) 2018. This work is distributed under
the Creative Commons Attribution 4.0 License.

AGORA: Ideas and Concepts 14 Mar 2018

AGORA: Ideas and Concepts | 14 Mar 2018

Non-native invasive species as paradoxical ecosystem services in urban conservation education

Corrado Battisti1, Giuliano Fanelli2, Sandro Bertolino3, Luca Luiselli4,5, Giovanni Amori6, and Spartaco Gippoliti7 Corrado Battisti et al.
  • 1“Torre Flavia” LTER (Long Term Ecological Research) Station, Città Metropolitana di Roma, Servizio Aree protette, parchi regionali, via Tiburtina, 691, 00159 Rome, Italy
  • 2Dipartimento di Biologia, Università di Roma Tor Vergata, via della ricerca scientifica 1, 00133 Rome, Italy
  • 3Dipartimento di Scienze della Vita e Biologia dei Sistemi, Università degli Studi di Torino, Via Accademia Albertina 13, 10123 Torino, Italy
  • 4IDECC – Institute for Development, Ecology, Conservation and Cooperation, via G. Tomasi di Lampedusa 33, 00144 Rome, Italy
  • 5Department of Applied and Environmental Biology, Rivers State University of Science and Technology, P.M.B. 5080 Nkpolu, Port Harcourt, Rivers State, Nigeria
  • 6National Research Council (CNR) Institute of Ecosystem Studies, Rome, Italy
  • 7Società Italiana per la Storia della Fauna “Giuseppe Altobello” Viale Liegi, 48A, 00198 Rome, Italy

Abstract. Many practices have been proposed in conservation education to facilitate a re-connection between nature and the young digital generation in anthropized contexts. In this paper we suggest that, at least in some specific circumstances (urban and suburban areas), non-native invasive species may have a paradoxical and positive impact in conservation education strategies, playing a role as an experiential tool, which represents a cultural ecosystem service, i.e. an ecosystem service that produces cultural benefits by improving pro-environmental behaviours in young people.

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Many practices have been proposed in conservation education to facilitate a re-connection between nature and young digitally dependent people in anthropized contexts. In this paper we suggest that, at least in some specific circumstances (urban and suburban areas), non-native invasive species may have a paradoxical and positive impact on conservation education strategies, playing a role as an experiential tool, which represents a cultural ecosystem service.
Many practices have been proposed in conservation education to facilitate a re-connection...
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