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

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.

The Effect of Environmental Values on German Primary School Students’ Knowledge on Water Supply

“…Especially Utilization showed a strong influence on participants' achievement. In a recent study focusing on the correlative relationship between Utilization, Preservation, and cognitive achievement within a biodiversity learning module, we have already assumed the development of a performance gap between students with high and low Utilization preferences [45]. The present study's results confirm our assumption that students with high Utilization scores will be outperformed by students holding low Utilization preferences or those scoring high on Preservation.…”

“…Thus, various studies in the context of environmental education have investigated how educational modules affect students' knowledge and environmental values. Knowledge acquisition has shown to be already achievable through short-term educational approaches, e.g., [45,46]. In contrast, a change in values usually requires long-term interventions and repeated occupation with the learning topic, e.g., [47].…”

Amazon conservation and students’ interests for biodiversity: The need to boost science education in Brazil

“…In addition, the study revealed that environmental education interventions were more effective when students were 18 or younger ( 5 ). Cognitive knowledge and environmental values are considered to be particularly relevant for promoting sustainable behavior ( 6 ).…”

Students’ Interests in Biodiversity: Links with Health and Sustainability

“…Among the strategies that can substantially promote the preservation of these biomes, people's education and empowerment are fundamental to transforming attitudes about nature [25][26][27]. Lasting gains depend on the acceptance of biodiversity and the reasons for its conservation [25].…”