ABSTRACT

Vertebrate species knowledge, a key factor for conserving biodiversity, is a compulsory part of school curricula. This study evaluated the vertebrate species knowledge of sixth-grade German grammar school pupils (aged 11–13) to investigate the influence of socio-demographic factors (gender, size of hometown, mother tongue), personal expectations (favourite school subject, performance in biology, expected test results) and possibilities to do nature observations (favourite playing area, number of excursions to nature) on identification skills. In addition, the study examined whether schoolchildren's taxonomic knowledge changed over the years. In a species identification test, participants (N = 984) scored an average of 14.18 ± 3.82 out of 25 points. The results showed that their species knowledge was significantly influenced by their personal expectations on test performance, the school, favourite playing area, mother tongue and gender. Hometown size, the number of excursions to nature, favourite school subject and performance in biology did not significantly affect children's species knowledge. Mammals had the highest identification rates, whereas birds and reptiles were rather unknown. These results were compared with a similar dataset in 2006 indicating a 15% loss in pupils’ species knowledge within the last decade. A change in the curriculum as a reason for this decline in taxonomic knowledge is discussed.

摘要

脊椎动物物种知识是保护生物多样性的关键因素，是学校课程的必修部分。本研究评估了六年级德国文法学校学生（11-13 岁）的脊椎动物物种知识，以调查社会人口因素（性别、家乡大小、母语）、个人期望（最喜欢的学校科目、生物学、预期的测试结果）以及在识别技能方面进行自然观察的可能性（最喜欢的游戏区、远足自然的次数）。此外，该研究检查了学童的分类知识多年来是否发生了变化。在物种识别测试中，参与者 ( N = 984) 平均得分为 14.18 ± 3.82，满分 25 分。结果表明，他们的物种知识受到他们对考试成绩、学校、最喜欢的游戏区域、母语和性别的个人期望的显着影响。家乡的大小、远足大自然的次数、最喜欢的学校科目和生物学表现对孩子的物种知识没有显着影响。哺乳动物的识别率最高，而鸟类和爬行动物则鲜为人知。这些结果与 2006 年的类似数据集进行了比较，表明过去十年学生的物种知识损失了 15%。讨论了作为分类学知识下降的原因的课程变化。