The Relation between Knowledge Acquisition and Environmental Values within the Scope of a Biodiversity Learning Module

Jennifer Schneiderhan-Opel,Franz X Bogner

doi:10.3390/su12052036

Abstract

Global biodiversity declines at unprecedented rates, mainly due to human-induced environmental change. Biodiversity conservation is, thus, highly dependent on responsible and sustainable citizenship. Educational efforts are regarded as an important means to foster awareness and pro-environmental behavior. The present study monitors two factors considered to be particularly relevant for promoting sustainable behavior: cognitive knowledge and environmental values. 205 students (Mage = 15.3) participated in a biodiversity education module including a citizen science (CS) activity on DNA barcoding. With a pre-post-retention design, we measured cognitive achievement and environmental values, which are expressed by environmental utilization (UTL) and preservation (PRE) as well as the appreciation for nature (APR). Overall, we found positive relations between knowledge and PRE as well as APR, whereas UTL was negatively related to knowledge. In the whole module and the sub-modules, cognitive achievement followed the usual pattern, with a substantial short-term knowledge increase from pre-test (T0) to post-test (T1) following a moderate decrease in the retention test (T2). Unexpectedly, a considerable sub-sample (n = 103) deviated from the assumed knowledge drop at T2 and showed an additional knowledge gain in a sub-module directly focusing on the CS activity. Students in this sub-sample revealed significantly higher PRE and APR scores compared to the rest of the students. We discuss these findings in relation to the implications for educational CS.

Highlights

Conservation scientists repeatedly emphasize that the earth is facing a sixth mass extinction [1]
The Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) [2] identifies direct causes of global biodiversity loss which are determined by underlying indirect drivers of environmental change
With the Bonferroni correction applied, we found no significant differences between the sub-samples for the environmental values PRE and UTL, PRE: 95%-CI [0.01,0.32], t (193) = 2.09, p = 0.114, UTL: 95%-CI [−0.16,0.09], t (195) = 0.58, p = 1 (Figure 6)

Summary

Introduction

Conservation scientists repeatedly emphasize that the earth is facing a sixth mass extinction [1]. The only recently released global assessment report on biodiversity and ecosystem services concluded that nearly one million flora and fauna species are seriously endangered [2] Major ecosystems, such as wetlands, forests and coral reefs are changing rapidly. Indirect causes, including among other factors, overpopulation, consumer behavior, international trade, industrial and technological changes, expansion of forestry and agriculture, have led to the degradation of natural environments. Five consequences of these indirect drivers are considered mainly accountable for directly inducing habitat and species loss: overexploitation of natural resources and species, land-and sea-use change, pollution, climate change and the introduction of invasive species. Among the most affected biomes in the world are Western Europe’s temperate deciduous forests, India’s tropical dry forests and the tropical moist forests of Southeast Asia [6]

Methods

Findings

Discussion

Conclusion