Insects form a highly diverse taxonomic group, which has fundamental
ecological functions, but is currently in a process of mass extinction. Here,
we present the first cycle of design, implementation, and assessment of
a didactic sequence oriented towards improving pre-service teachers’
knowledge and appreciation of insect diversity. A methodological
approach aiming to promote rigorous observation was followed, for
which activities consisting of scientific and naturalistic drawing, among
others, were included. The sequence was contextualised at a university
organic garden, both to make learning meaningful and to promote new
personal experiences with alive insects. We present the empirical results
of the first implementation with a group of 28 pre-school (3–6 years) preservice
teachers at a Spanish university. Assessment was based on the
analysis of drawings with a purposely designed instrument to assess
constructive accuracy, and on the qualitative analysis of open questions
that were posed before and after the implementation. Positive results
were obtained regarding participants’ knowledge of insect diversity, and
positive impacts were observed also on their attitudes. Improvements to
some activities are suggested before subsequent implementations of the
didactic sequence. Finally, our study supports the effectiveness of maintaining
organically managed gardens as facilities for biological education.
