Cultural probes for environmental education: Designing learning materials to engage children and teenagers with local biodiversity

To summarize, in Table 4, we present the FG CP toolkit according to the categories and functions described by Thoring et al. [22]. Procedure. We performed two visits on the 1st and 7th of December 2019. In the first visit, we welcomed 15 participants (eight between the ages of 10–14 and seven between 15–18). In the second visit, we welcomed 21 participants (15 between the ages of 10–14 and six between 15–18). Due to the length of the trail, the level of difficulty, and the time needed to cover the ter- rain, younger participants (ages 10–14) visited Stations 2 to 7, the older participants (ages 15– 18) visited Stations 8 to 13, this in addition to Station 1 and 14 which both groups visited. Before initiating the trail activity, we asked participants to perform a free-word association exercise in response to the sentence (here translated from Portuguese): "Write freely the words that come to mind when you think of ’natural forests of the Azores´´´. With this exercise, we wanted to gauge participants’ impressions of the local natural environment we were about to visit. At the end of the trail, we asked participants to close their eyes for a moment and then write down any words that came to mind. Fig 5. Question tokens (with questions in Portuguese). https://doi.org/10.1371/journal.pone.0262853.g005 PLOS ONE Cultural probes for environmental education PLOS ONE | https://doi.org/10.1371/journal.pone.0262853 February 10, 2022 12 / 30