Abstract:
Given the rapid loss of biodiversity, it is essential to increase public awareness of biodiversity and its conservation. Species knowledge plays a crucial role in this process, as
it not only enhances the understanding of biodiversity and ecosystem functions, but also
supports the acceptance and realisation of conservation efforts. Birds are particularly well
suited for studying species knowledge, as bird species knowledge is often associated with
general species knowledge. Moreover, birds are highly present in people’s everyday lives,
as they are mostly diurnal, relatively easy to observe, and commonly found in urban environments.
This dissertation examines bird species knowledge among school students and adults in
two large-scale studies. As previous research has often lacked a well-founded methodology
for species selection, a systematic selection process was developed in an initial study. This
process involved analysing ornithological databases to make a pre-selection of species, taking into account taxonomic orders, species abundance and societal relevance. The list was
then refined by two rounds of expert evaluation. The final selection of 50 bird species serves
as the basis for the subsequent studies and allows for future comparative research. The
methodology applied here can also be adapted to other biogeographical regions or taxa.
The study on bird species knowledge among adults included 3,438 participants from across
Germany. On average, participants were able to identify almost half of the 50 species at
least at the taxonomic order level. The results show that interest in birds and participation in animal-related activities enhance bird species knowledge, which in turn positively
influences pro-environmental attitudes. To assess bird species knowledge among school
students, 1,752 children and adolescents from different types of schools in the federal state
of Baden-Württemberg were surveyed. On average, they correctly identified 33.5% of the
30 species presented at least at the order level. Again, interest in birds and participation
in animal-related activities had a positive effect on bird species knowledge. Demographic
factors such as age, school type, distance from home to the nearest green space, and time
spent in the garden also played a role. Beyond assessing the current level of bird species
knowledge, the school survey provided the first opportunity to empirically test whether
species knowledge has actually declined over the past almost 20 years – an assumption
often made in conservation circles but not yet empirically validated. The results show that
in the 2022/2023 school year, bird species knowledge was significantly lower than in 2005,
particularly for students at the highest stratification level (Gymnasium) and when naming
species at the taxonomic species level.
This decline, in combination with the importance of bird species knowledge in fostering
pro-environmental attitudes, calls for urgent action. If this decline is to be halted, measures
such as promoting interest in birds and integrating animal-related activities into education should be strengthened. This can counteract the shifting baseline associated with the
knowledge loss and contribute to Education for Sustainable Development.
Knowledge Decline