Die Artenkenntnis von Berliner Schüler_innen am Beispiel einheimischer Vögel

Abstract

Zusammenfassung Der dramatische Rückgang der Biodiversität gehört derzeit zu den größten Problemen weltweit. Das Verständnis, der Erhalt und die Förderung von Biodiversität sind eng verbunden mit Artenkenntnis. Einige Studien zeigten bereits, dass in der Gesellschaft – insbesondere auch bei jungen Menschen – die Kenntnis heimischer Arten gering ist und stetig abnimmt. Es liegen bislang noch keine Daten für Berlin vor. Wir haben daher in einer Querschnittsstudie 186 Schüler_innen der siebten Jahrgangsstufe an drei Schulen in Berlin hinsichtlich ihrer persönlichen Einschätzung der Kenntnis von acht in Berlin häufig vorkommender Vogelarten befragt und anschließend die tatsächlich vorhandene Artenkenntnis geprüft. Die Berliner Schüler_innen erkannten visuell im Mittel zwei Vogelarten und akustisch keine der getesteten Arten. Damit kann die Annahme einer geringen Artenkenntnis in Bezug auf heimische Vogelarten auch für Schüler_innen in Berlin bestätigt werden. Diese Ergebnisse zeigen, dass ein erhöhter Bedarf an der Vermittlung von Artenkenntnis besteht. Dem Erkennen und Beobachten von Tieren und Pflanzen – und damit die Wertschätzung der Vielfalt der Natur – muss mehr Bedeutung zugesprochen werden und geeignete Lernangebote weiterentwickelt und gefördert werden.

Using Species Knowledge to Promote Pro-Environmental Attitudes? The Association among Species Knowledge, Environmental System Knowledge and Attitude towards theEnvironment in Secondary School Students

“…So far, there is no uniform definition of species knowledge [ 28 ]. While some authors understand it as the recognition and correct labeling/naming of species [ 21 , 23 ], others define species knowledge beyond the mere knowledge of identification characteristics and extend to a deeper knowledge of ecology, distribution, and systematics of species [ 29 ].…”

“…Several national and international studies have dealt with the analysis of species knowledge among school students. In Germany, species knowledge has often been investigated based on bird species [ 23 , 28 , 33 ]. Nevertheless, bird species knowledge is not particularly high among schoolchildren, and depending on the study, the participants were able to recognize less than a third [ 28 ] to just below 50% [ 33 ] of the presented bird species.…”

“…In Germany, species knowledge has often been investigated based on bird species [ 23 , 28 , 33 ]. Nevertheless, bird species knowledge is not particularly high among schoolchildren, and depending on the study, the participants were able to recognize less than a third [ 28 ] to just below 50% [ 33 ] of the presented bird species. Comparing the percentage of correct identifications in the different vertebrate classes mammals are most frequently correctly identified, followed by amphibians, fish, birds, and reptiles in descending order [ 23 ].…”

“…Similar to Sturm, Voigt-Heucke, Mortega and Moormann [ 28 ], Prokop and Rodák [ 22 ] conducted a study among Slovak students to investigate the students’ ability to identify 25 bird species using auditory and visual stimuli. About 19% of the birds were identified by their song, 34% by their habitus, and 45% were identified when both the acoustic and visual stimuli were provided to the students [ 22 ].…”

Selection of Indicator Bird Species as a Baseline for Knowledge Assessment in Biodiversity Survey Studies

“…Knowledge about bird species must therefore be fostered in the future, regardless of formal education or informal learning settings. Many studies on knowledge about bird species have been carried out in recent years, e.g., [ 21 , 22 ], although there are some precursors in earlier times [ 9 , 23 ]. Yet, the species surveyed in these studies are often not uniform and there is no consensus on which bird species a person should be able to identify.…”