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

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  • Jennifer Schneiderhan-Opel

    (Centre for Mathematics and Science Education (Z-MNU), Department of Biology Education, University of Bayreuth, NW1, 95447 Bayreuth, Germany)

  • Franz X. Bogner

    (Centre for Mathematics and Science Education (Z-MNU), Department of Biology Education, University of Bayreuth, NW1, 95447 Bayreuth, Germany)

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 (M age = 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.

Suggested Citation

  • Jennifer Schneiderhan-Opel & Franz X. Bogner, 2020. "The Relation between Knowledge Acquisition and Environmental Values within the Scope of a Biodiversity Learning Module," Sustainability, MDPI, vol. 12(5), pages 1-19, March.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:5:p:2036-:d:329419
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    2. Matthias Winfried Kleespies & Paul Wilhelm Dierkes, 2020. "Personal Assessment of Reasons for the Loss of Global Biodiversity—an Empirical Analysis," Sustainability, MDPI, vol. 12(10), pages 1-20, May.
    3. Daniel Kpienbaareh & Rachel Bezner Kerr & Isaac Luginaah & Jinfei Wang & Esther Lupafya & Laifolo Dakishoni & Lizzie Shumba, 2020. "Spatial and Ecological Farmer Knowledge and Decision-Making about Ecosystem Services and Biodiversity," Land, MDPI, vol. 9(10), pages 1-24, September.
    4. James McGinlay & Jens Holtvoeth & Alfie Begley & Juliana Dörstel & Anne Kockelmann & Michael Lammertz & Chrysovalantis Malesios & Nikoleta Jones, 2023. "Perceived Social Impacts of Protected Areas, Their Influence on Local Public Support and Their Distribution across Social Groups: Evidence from the Eifel National Park, Germany, during the COVID-19 Pa," Sustainability, MDPI, vol. 15(14), pages 1-19, July.
    5. Fernanda Franzolin & Graça S. Carvalho & Carolina Maria Boccuzzi Santana & Andreia dos Santos Calegari & Ester Aparecida Ely de Almeida & João Paulo Reis Soares & Jessica Jorge & Franciele Dutra das N, 2021. "Students’ Interests in Biodiversity: Links with Health and Sustainability," Sustainability, MDPI, vol. 13(24), pages 1-15, December.
    6. Michaela Maurer & Franz Xaver Bogner, 2020. "First steps towards sustainability? University freshmen perceptions on nature versus environment," PLOS ONE, Public Library of Science, vol. 15(6), pages 1-16, June.

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