Corrigendum to “Identification skills in biodiversity professionals and laypeople: A gap in species literacy” [Biol. Conserv. 238, October 2019, 108202]

Hooykaas, Michiel Jan Dirk; Aten, Cathelijn; Hemelaar, Elisabeth M.; Albers, Casper J.; Smeets, Ionica

doi:10.1016/j.biocon.2019.108371

Cited by 2 publications

(2 citation statements)

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“…Also, it is essential that teachers have a firm knowledge of biodiversity Wolff & Skarstein, 2020) and that they are able to pass it on to children together with a positive attitude towards all living beings. Several studies investigated species identification skills, which are an important component of knowledge about species or 'species literacy' (Hooykaas et al, 2019;. A study conducted in the Netherlands found for example that a substantial part of the laypeople had rather poor species identification skills relative to native species (Hooykaas et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Several studies investigated species identification skills, which are an important component of knowledge about species or 'species literacy' (Hooykaas et al, 2019;. A study conducted in the Netherlands found for example that a substantial part of the laypeople had rather poor species identification skills relative to native species (Hooykaas et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Species identification skills in teacher education students: the role of attitude, context and experience

Melis

Falcicchio

Wold

et al. 2021

International Journal of Science Education

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Knowledge about local species and a positive attitude towards all living organisms are important to motivate the next generations to protect biodiversity. We compared local species identification skills and declared attitude towards invertebrates across genders in Italian and Norwegian students in teacher education. We focused on Norway and Italy for this comparative study, because of their different teaching traditions and relationships with outdoor education. We found a significant difference in local species identification skills between Italian and Norwegian students, who could identify 21% and 57% of the species, respectively. Overall, females had a more negative attitude towards invertebrates than males. However, Norwegian women had a more positive attitude towards invertebrates than Italian women did. Our result could reflect both differences in time spent in nature and teaching programs between countries. We also found a positive correlation between species identification skills and declared interest towards invertebrates. We discuss several approaches that could help to address this issue, in order for future teachers to become more aware of the risk that their biophobic attitude is transferred to the next generation with negative effects on biodiversity conservation.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%