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Erosion der artenkenner ergebnisse einer befragung und notwendige reaktionen
Abstract
A standardised survey of 70 species experts (i.e. persons with expert knowledge of species) revealed a loss of 21 % of such species experts over the last 20 years. According to the knowledge of the interviewees only 7.6 % of the current species experts are younger than 30 years. This means a serious aging of this group and a lack of junior staff. 90 % of the respondents assessed this deficit as very problematic for the future of nature conservation. The study revealed the motivation by the father as a decisive factor for the development of species knowledge, and it identified two relevant phases for the beginning of these skills, i.e. early beginners at the age of 13.5 years and late beginners, aged 22.5 years on an average. According to the interviewees the main reasons are changing leisure activities of young people, a lack of near-natural surroundings at parents' home, insufficient species knowledge of teachers and lacking offers oriented to nature conservation at the universities. The erosion of species experts should be recognized as a serious comprehensive problem for future nature conservation. The study describes some approaches to solution. All of them will require interdisciplinary collaboration and a targeted assignment of financial means for model projects.
... In addition to an awareness and understanding of biodiversity, an ability to recognize and identify biological diversity, for example, on the level of species, is crucial [5]. "Species experts" are needed who are able to identify, monitor, and record biodiversity [8,9]. The number of such experts, be they amateurs or professionals, has steadily declined in the past decades [8,10,11]. ...
... "Species experts" are needed who are able to identify, monitor, and record biodiversity [8,9]. The number of such experts, be they amateurs or professionals, has steadily declined in the past decades [8,10,11]. In addition, students of different ages [9,12] as well as biology teachers [8,13] have been found to have poor knowledge of species. ...
... The number of such experts, be they amateurs or professionals, has steadily declined in the past decades [8,10,11]. In addition, students of different ages [9,12] as well as biology teachers [8,13] have been found to have poor knowledge of species. This is not surprising as the number of university courses that teach species identification has been declining [14]. ...
Background
Biodiversity is being lost rapidly and its conservation is thus one of the most urgent tasks today. For biodiversity conservation to be successful, the public needs to gain an awareness and understanding of biodiversity and its importance. Moreover, species experts are needed who have the skills necessary for identifying and recording biodiversity. Previous research showed that citizen science projects can contribute to educating the public about biodiversity. However, it is still unclear how project characteristics connect to participants’ knowledge and skills and how citizen science projects should be designed if they are to foster participants’ learning.
Aim
We aimed to investigate specific characteristics of biodiversity citizen science projects that could potentially influence participants’ learning. We explored the following project characteristics from both the project coordinators’ and the participants’ perspectives: information and training provided to participants, social interaction among participants, contact between participants and staff, and feedback and recognition provided to participants.
Methods and results
In order to examine the extent to which these project characteristics are connected to participants’ gains in knowledge and skills, we conducted a comprehensive study across 48 biodiversity citizen science projects in Europe and Australia. We found that participants’ perceived gains in knowledge and skills were significantly related to the five project characteristics as reported by the participants: information received by the participants, training received by the participants, social interaction among participants, contact between participants and staff, and feedback and recognition received by the participants.
Conclusion
We conclude that by deliberately designing citizen science projects to include features such as interaction and feedback, these projects could achieve higher learning outcomes for the participants. Thereby, suitable modes of communication between projects and their participants are crucial. We provide specific suggestions for the design of biodiversity citizen science projects and for future research on project characteristics and participant outcomes.
... Haywood (2016) (Frobel & Schlumprecht, 2016) and the 'extinction of experience' (Schuttler et al., 2018, see also Gaston & Soga, 2020. Also, by integrating CS into formal education, CS could be an excellent way for children, adolescents, and young adults to experience nature, gain knowledge about species, and develop an interest in species and biodiversity. ...
... Also, by integrating CS into formal education, CS could be an excellent way for children, adolescents, and young adults to experience nature, gain knowledge about species, and develop an interest in species and biodiversity. This could be particularly important as many current biology teachers have limited knowledge about species (Frobel & Schlumprecht, 2016). The number of biology courses that teach species identification at colleges and universities has been declining (Bromme et al., 2004); thus, many biology graduates as well as biology education graduates do not have sufficient knowledge of species (Frobel & Schlumprecht, 2016). ...
... This could be particularly important as many current biology teachers have limited knowledge about species (Frobel & Schlumprecht, 2016). The number of biology courses that teach species identification at colleges and universities has been declining (Bromme et al., 2004); thus, many biology graduates as well as biology education graduates do not have sufficient knowledge of species (Frobel & Schlumprecht, 2016). Integrating CS into tertiary education might supplement the curriculum and eventually counteract the current decline of species experts (Frobel & Schlumprecht, 2016). ...
Citizen science (CS) is regarded as a promising format in environmental and sustainability education as well as in science education. CS projects often assume that participation in the project influences, for example, participants' knowledge or behaviour.
We investigated whether and to what extent biodiversity citizen science (BDCS) projects, from the participants' self‐reported perspective, achieve the following six participant outcomes: (a) content, process and nature of science knowledge, (b) skills of science inquiry, (c) self‐efficacy for science and the environment, (d) interest in science and the environment, (e) motivation for science and the environment and (f) behaviour towards the environment.
For this purpose, we conducted an online survey of 1,160 CS participants across 63 BDCS projects in Europe, Australia and New Zealand. Our survey was aimed at adults participating in CS voluntarily.
Survey respondents reported positive changes in all six categories. The most notable result across projects was that self‐reported increases in knowledge, self‐efficacy, interest and motivation were found to be more pronounced when regarding the environment rather than science. Perceived gains in data collection skills were reported to be higher than gains in skills not directly connected to data collection. Reported behaviour changes primarily concerned communication activities, to a lesser degree also gardening activities, and finally more general environmental behaviour.
In addition to these six participant outcomes, respondents mentioned a variety of other positive and negative outcomes, for example, health and well‐being, enjoyment, a sense of satisfaction, an increased connection to people and nature but also a more pessimistic view regarding the future of the environment.
We conclude that BDCS projects could have a high potential for environmental and sustainability education as well as science education. Further research should investigate individual participant outcomes in more depth and should focus on the factors that influence these participant outcomes. Moreover, exploring the perspectives of both project participants and project coordinators would be valuable. In this way, it would be possible to improve the development and design of CS projects. As a result, BDCS projects could more effectively achieve outcomes for the participants, for science and for biodiversity.
A free Plain Language Summary can be found within the Supporting Information of this article.
... Studien belegen jedoch, dass nicht nur die Artenkenntnis in der breiten Bevölkerung immer weiter zurückgeht, sondern dass auch die Zahl der Artenkenner*innen 2 dramatisch abnimmt (Frobel & Schlumprecht, 2016;Kelemen-Finan & Dedova, 2014). Diese Tendenz kann ebenso bei (angehenden) Lehrkräften, zuvor eine der klassischen Personengruppen von Artenkenner*innen (vgl. ...
... Haben Lehrpersonen eine geringe Artenkenntnis, kann dies zu "eine[r] Vernachlässigung naturkundlicher Themen im Unterricht sowie ungeeignete[n] Vermittlungskonzepte[n]" (Beudels et al., 2021, S. 142) führen. Die Ursachen für mangelnde Artenkenntnis und Bestimmungskompetenzen sind dabei multikausal (Frobel & Schlumprecht, 2016;Schminke, 1997). Als eine der größten Hürden auf dem Weg zur*zum Artenkenner*in gilt der komplexe und zeitintensive Einstieg in den Umgang mit klassischen Bestimmungsschlüsseln (vgl. ...
Dieser Beitrag stellt das Lehrkonzept einer universitären Übungseinheit für angehende Grundschullehrpersonen im sachunterrichtlichen Bezugsfach Biologie vor. Dabei wird das übergeordnete Ziel verfolgt, den Studierenden Bestimmungskompetenzen und Artenkenntnis zu vermitteln. Sie gelten als wichtige Faktoren, um Interesse am Schutz der Umwelt und an der Biodiversität zu entwickeln. Die Übungsinhalte werden durch Alexander von Humboldts südamerikanische Forschungsreise kontextualisiert. Es wurde ein Screencast produziert, der die Studierenden motivieren soll, sich mit den fachwissenschaftlichen Lerninhalten auseinanderzusetzen. In der Bestimmungsübung zu Laub- und Nadelbäumen kommen ausschließlich Bestimmungsapps mit automatischer bzw. manueller Bestimmungsmethode zum Einsatz. Um die Kursteilnehmer*innen ebenfalls im Umgang mit dichotomen Bestimmungshilfen zu schulen, wird auf einen digitalen, dichotomen Bestimmungsschlüssel zurückgegriffen. Die Ergebnisse der begleitenden qualitativen sowie quantitativen Querschnittsstudie (N = 46) weisen auf hohe Zustimmungsraten bezüglich der getroffenen Kontextualisierung sowie der ausschließlichen Verwendung von digitalen Bestimmungshilfen hin. Als Gründe dafür werden produkteigenschafts- und wirksamkeitsbezogene Aspekte genannt. Knapp 75 Prozent der Befragten halten den Einsatz von Bestimmungsapps im Studium für sinnvoll. Darüber hinaus geben die Studierenden nach der Übungseinheit an, Bestimmungsapps in ihrem eigenen Unterricht einsetzen zu wollen. Der Beitrag gibt Anregungen dazu, wie das Lernen mit und über digitale(n) Medien, hier insbesondere in Form von Bestimmungsapps und Screencasts, im Lehramtstudium gelingen kann und welche Hürden es dabei zu bewältigen gibt.
... Mit zunehmender Urbanisierung haben Kinder immer weniger Möglichkeiten, in "wilder" Natur eigene Erfahrungen mit Pflanzen und Tieren zu machen, das heißt die Vielfalt der Arten zu entdecken (Louv, 2005;Zucchi, 2007). Ein naturnahes Wohnumfeld wurde aber bei einer Befragung von 70 Personen mit sehr guten Artenkenntnissen als Hauptgrund für die Herausbildung ihrer Artenkenntnis angegeben (Frobel & Schlumprecht, 2016). Die Zeit, die Kinder draußen verbringen, sei es auf dem Schulweg, in der Freizeit oder in schulischen Situationen, hängt eng mit der Häufigkeit ihrer Begegnungen mit einheimischen Pflanzen und Tieren zusammen. ...
... Solche Bestimmungsliteratur gibt es bereits für artenkundige Personen (z.B.Eggenberg & Möhl, 2013). Sie sollte für Laien und für Unterrichtszwecke adaptiert und weiterentwickelt werden.Das Interesse an Pflanzen-und Tierarten und die ersten Kenntnisse über Organismen werden in der Kindheit angelegt, in der persönliche, emotionale Naturerfahrungen und Naturbegegnungen gemacht werden(Berck & Klee, 1992;Dick & Hendee, 1986;Frobel & Schlumprecht, 2016;Palmer, Suggate, Robottom, & Hart, 1999). Es ist allerdings anzunehmen, dass Artenkenntnisse mit zunehmendem Alter und zunehmender Schulbildung nicht linear ansteigen. ...
The loss of biodiversity is a global threat and, despite widespread agreement on the ur-gency of action, the loss is progressing. The protection and conservation of biodiversity is therefore regarded as one of the most urgent environmental tasks, but this cannot be done without the involvement of the public. However, especially in highly industrialized countries perception and knowledge of species is low. In consequence, people may not be able to recognize the ongoing loss of biodiversity. Little is known about the extent and quality of species education in primary schools in Switzerland and the promotion of spe-cies knowledge by families and others. In the present research project, four complemen-tary studies were carried out to investigate how familiar primary-school students in the Canton of Berne are with local plant and animal species and how knowledge of species develops.
For the first time, pictures of a large number of species (69 plant and 67 animal species) were presented to 241 primary-school students in the Canton of Berne and their 14 teach-ers. Participants were asked to indicate whether they felt familiar with the species pre-sented and, if so, to identify the organisms by their common name. Moreover, data about students' age, gender, place of living, and nature experiences were collected. Guided in-terviews were used to investigate how students learn about species, what characteristics they look at when identifying plants and animals, and for how important they consider species knowledge to be. Overall, 47 of the 241 primary-school students participated in this part of the project. Five years later, 22 of the original 241 students were asked again about their species knowledge and its general relevance.
There was a positive correlation between the correct naming of plant and animal species among both students and their teachers. Dandelion (Taraxacum officinale), forest straw-berry (Fragaria vesca), raspberry (Rubus idaeus), great nettle (Urtica dioica) and horse chestnut (Aesculus hippocastanum) were the most often correctly named plant species, while red fox (Vulpes vulpes), hedgehog (Erinaceus europaeus), dwarf bat (Pipistrellus pipistrellus), hare (Lepus europaeus) and wild boar (Sus scrofa) were the most often cor-rectly named animal species. With increasing age of the children, species knowledge de-creased. Boys could correctly identify more animal species than the girls. Children who spoke neither German nor Swiss-German with their parents at home, and children who investigated nature, plants and animals, and typical features of organisms mainly at school, had the lowest knowledge of species. The presence of trees and a garden, the re-
sponsibility for living creatures, and the naming of local plants and animals by adults fostered species knowledge. Teachers could identify more plants and animals than their students. The older and thus more experienced they were, the more species they could correctly name. However, there was no significant correlation between the number of plant and animal species correctly identified by the teachers and that of their students.
When children became acquainted with plants, they mainly remembered sensual experi-ences such as unpleasant encounters with stinging nettles, but also the preparation of meals. In case of animals, they especially mentioned observations that they had made alone or with other people. Parents and grandparents helped more than school or the me-dia in getting to know species. There was a positive correlation between children's knowledge of species and the number of characteristics they used when describing a plant or an animal. In case of plants, children paid particular attention to stems, hairs, leaves or fruits and less to flowers. Determination aids for children should thus place more emphasis on vegetative than generative parts of plants. Compared to plants, chil-dren mentioned more features when describing animals. However, scientifically im-portant characteristics, such as the three-part nature of the insect body, were not part of the children's descriptions.
In both the first study and the follow-up five years later, most children considered spe-cies knowledge important. They wanted to know local species as they regarded it as part of their general education and as useful. About three-quarters of students in the follow-up survey knew more plant and animal species than five years before, which is probably due to their personal interest.
The results show that children's attention to characteristics of plants and animals is close-ly linked to their knowledge of species and thus to the perception of diversity in nature. The family environment is very important for getting to know species. If this is not the case, schools must take on this task more intensively in order to contribute to an under-standing of biological diversity. The imparting of organismic knowledge in pre-service and in-service teacher education plays thus an important role.
... By promoting awareness for stream stressors and identification skills, CS projects such as FLOW can also help to address the decline in species knowledge (Frobel & Schlumprecht, 2016). This is relevant especially for taxa such as benthic invertebrates, which provide important ecosystem services but are rarely noticed by the general public (Cardoso et al., 2011) or are perceived as less charismatic than, for example, birds or butterflies (Kellert, 1993). ...
Citizen science has great potential to foster ecological knowledge, skills and collective action for biodiversity conservation. To date, however, there are few experimental studies of behaviour change outcomes induced by citizen science.
We assessed the effects of citizen science in ecological stream monitoring on participants' individual and collective behaviour and action intentions to protect streams beyond the immediate scope of the citizen science project. For this we applied a three‐wave, quasi‐experimental survey design with a citizen science treatment group (N = 213 participants of the project FLOW in Germany) and two control groups (waiting control group: N = 92, panel control group: N = 250). In addition, we analysed citizen science effects on potential predictors of freshwater conservation behaviour, such as knowledge, skills, awareness of stream stressors and group identification.
Results of linear mixed‐model analysis showed that, compared to the control groups, citizen scientists significantly increased their objective stream‐related knowledge, their self‐reported stream monitoring skills and their awareness of stream stressors. These changes remained stable 6 weeks after the citizen science intervention.
Notably, citizen scientists also reported increased identification with their citizen science project group and higher levels of collective and personal behaviour to protect streams at posttest (e.g. contacting local politicians with ideas for stream protection or using biodegradable detergents). Analysis revealed that increases in group identification and collective stream protection behaviour were significantly correlated.
We could show that the citizen science intervention was particularly effective for participants with high intrinsic motivation and for those with low prior knowledge and experience in stream monitoring.
Synthesis and applications. Citizen science can serve as a useful tool to promote ecological understanding, awareness and collective action to conserve freshwater streams. By fostering volunteer skills and community building, citizen science projects can empower participants with different levels of experience to engage in freshwater monitoring and protection. Decision makers should actively support approaches for citizen participation in freshwater monitoring, recognising that collective engagement of diverse community members is needed to finally meet the European Water Framework Directive's goal of restoring the good ecological status of freshwater ecosystems.
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... Declines in bird species identification skills among adults (e.g. Enzensberger et al., 2022) and a reduction in taxonomists (Frobel & Schlumprecht, 2016) further compound concerns, contributing to the Shifting Baseline Syndrome, hindering effective conservation efforts due to a lack of awareness about the original, healthy state of ecosystems. Shifting Baseline Syndrome refers to the phenomenon whereby each generation sees the environment in which they grew up as normal, and therefore fails to recognise the extent of environmental degradation over time, leading to lowered expectations for ecosystem health and biodiversity (Soga & Gaston, 2018). ...
The decline of Earth's biodiversity highlights the crucial role of knowledge about species in understanding ecological interdependencies and supporting conservation efforts. This study assessed bird species identification skills among 1752 students (46.4% boys, 51.9% girls, 1.1% diverse) in grades 4-12 from different school types, focusing on 30 species. Demographic and individual factors were examined for their impact on bird species identification. Comparative analyses with a 2005 dataset reveal a significant 37.75% decrease in students' ability to correctly name birds at the species level. The average identification score was 6.84 (SD = 4.10) out of 30. Most students were only able to classify birds at the taxonomic level of family or order, but not at the species level. Factors such as age, school type, garden stay, distance to green space, interest in birds, perception of birds, and animal-related activities significantly influenced bird species identification. The study reveals a decline in bird species identification skills across all school types, particularly in schools of the highest stratification level, which nowadays have lower identification scores than medium stratification schools in 2005. The implications for educational institutions, particularly in the context of Education for Sustainable Development, emphasises the need for a reevaluating curriculum and teaching methods.
... (zum Beispiel Entwicklung und Pflege, Zwischenvermehrung oder Erhaltungskulturen). Fehlende organismische Ausbildung an deutschen Universitäten bedingt teilweise mangelnde Artenkenntnis bei Handelnden an verantwortlichen Stellen (Frobel & Schlumprecht 2016) und das Fehlen einer gemeinsamen Datengrundlage erschwert die Zusammenarbeit verschiedener Akteure erheblich. ...
... Universität Flensburg Neben dem weltweiten Rückgang der Artenvielfalt ist zeitgleich ein Rückgang der Artenkenntnis und der Artenkenner:nnen zu verzeichnen (Frobel & Schlumprecht, 2016 ...
... In general, Germans do not possess a vast knowledge about species (Frobel & Schlumprecht, 2016) and tend to name families or even orders when asked to give an insect name. This lack of species knowledge, which is a common phenomenon for insects (Leandro & Jay-Robert, 2019), could be addressed through identification exercises in biology classes, which are ideally followed by excursions to observe the insects in their natural habitat. ...
In this paper, the results of two free word association tests were analyzed to gain insight into Germans' attitudes toward insects. We used a novel approach in the form of an association network with the help of the software "Gephi" that was originally developed for social network analysis. The influence of attitude on the willingness to donate (WTD) and actual donation to an insect conservation project was investigated as well. Data collection was conducted via an online questionnaire (n = 515; M age = 49.36, SD = 16.73; female = 50.1%). For the first test, participants listed three associations for the prompt "insect." The associations were assigned to the three components of attitude: affective, cognitive, and behavioral. For the second test, participants named insects they pictured when thinking about "insects." The results were taxonomically classified. The WTD was assessed with a Likert-type scale and an actual donation could be made at the end of the online questionnaire. "Bee" was the most frequently named association, followed by "useful," "nature," "pollination," and "pesky." "Pesky" was most often named with "useful," indicating that being aware of insects' usefulness is not enough to supersede negative associations. In the second test, only 6% of the associations were on the species level, which suggests little taxonomic knowledge about or interest in insects. Linear regression revealed that positive affective associations had a positive influence on the WTD and negative affective associations had a negative influence on the WTD, both with a small effect size. We advise educating people not only about the usefulness of insects but also fostering positive, personal encounters to increase positive affective associations and decrease negative ones.
... u. a. Gärtner, Hellberg-Rode 2001;Bormann, De Haan 2008). Als Gründe für das "Taxonomiesterben" werden in der Umfrage von Frobel, Schlumprecht (2016) der Abbau der Taxonomie (54 %) und fehlende Bestimmungskurse an den Hochschulen (53 %) genannt. Eine mangelnde Qualifikation der Lehrerinnen und Lehrer (Schulen) wurde an dritter Stelle (40 %) der Begründungen angegeben. ...
In Zeiten wachsender Naturentfremdung und abnehmender Artenkenntnis können Exkursionen zur ökologischen Grundbildung beitragen. Im vorliegenden Beitrag wird ein Exkursionsmodul beschrieben, dessen Ziel es ist, angehenden Biologie-Lehrerinnen und -Lehrern die Kompetenzen zu vermitteln, die sie später für die Durchführung schulischer Exkursionen benötigen. Das Modul, bei dem die Studierenden nicht nur an den Exkursionen teilnehmen, sondern diese auch selbstständig leiten, wurde im Sommersemester 2017 mit 16 Studierenden evaluiert. Untersucht wurde, inwiefern sich nach der Teilnahme am Modul in den psychologischen Konstrukten "Interesse gegenüber Exkursionen", "Einstellungen gegenüber Exkursionen" und "Selbstwirksamkeitserwartungen in Hinblick auf die Durchführungskompetenz" Veränderungen ergaben. Bei der Selbstwirksamkeit und den Einstellungen zeigte sich ein signifikant positiver Effekt im Post-Test im Vergleich zum Prä-Test, das Interesse war dagegen im Prä-Test und im Post-Test gleichermaßen hoch. Lehrveranstaltungen, wie hier beschrieben, können der Problematik von Naturentfremdung und geringer Artenkenntnis entgegenwirken und einen Beitrag leisten, um Studierende stärker auf ihre spätere Exkursionstätigkeit vorzubereiten.
... der Umwidmung von relevanten Lehrstühlen sowie reduzierten Finanzen für Museen und Botanische Gärten. International, in Deutschland (Frobel & Schlumprecht 2016) 1. Sensibilisierung -Allgemeines Interesse an der Natur und den verschiedenen Gruppen von Lebewesen wecken. Vertrautmachen mit der Thematik "Artenkenntnis" und deren Bedeutung für den Natur-und Umweltschutz. ...
... Betrachtet man den Altersdurchschnitt von Personen, die entweder ehrenamtlich im Naturschutz tätig sind (WALZ et. al., 2013) oder ihren Lebensunterhalt mit taxonomischer Arbeit bestreiten (FROBEL & SCHLUMPRECHT, 2016;WALZ et. al., 2013), so liegt dieser aktuell deutlich über 50 Jahren, d. h. in den nächsten Jahren werden viele taxonomisch versierte Experten ihr Tätigkeitsfeld verlassen, so dass bei einer schlechten Förderung des Nachwuchses in diesem Bereich Stellen evtl. ...
Der Verlust an Artenvielfalt gilt nach Angaben des World Economic Forums als eines der zehn größten Risiken für die Menschheit. Um dieser Bedrohung zu begegnen, wurden neben dem Schutz von Arten und Lebensräumen, auch die Bildungsziele in die nationale Schutzstrategie zur Erhaltung der Artenvielfalt aufgenommen. Welche didaktischen und methodischen Herangehensweisen besonders effektiv sind, die Artenkenntnis von Kindern und Jugendlichen zu verbessern ist allerdings höchst umstritten, wie die vorliegende Arbeit über historische Ansätze und aktuelle didaktische Herangehensweisen zeigt.
... Das Problem der "Erosion der Artenkenntnis" begleitet die Naturschutzszene schon seit längerer Zeit, wird aber erst seit wenigen Jahren verstärkt in den Fokus genommen und in Fachkreisen sowie der Presse zunehmend thematisiert (Frobel & Schlumprecht 2016, Kuhlmann 2015. Beim 33. ...
Die „Erosion der Artenkenntnis“ ist ein wichtiges Thema im Naturschutz. Ursachen für den Rückgang von Expertise sind bekannt, die Suche nach Lösungen ist aber schwer. Auf Landesebene ist für viele Akteure das meiste Potential vorhanden. Fachvereine werden gegenüber Hochschulen zunehmend wichtiger. Ausreichend potentieller „Nachwuchs“ scheint vorhanden zu sein. Artenkenntnis muss als Schlüsselkompetenz kommuniziert werden, die nötig ist, um gesellschaftliche Aufgaben heute und zukünftig zu erfüllen.
... Deutschen Naturschutztag 2006 in Bonn diskutierte ein Arbeitskreis vor dem Hintergrund der Studie von Mitlacher & Schulte (2005) die Situation des Ehrenamtes im Naturschutz und ging dabei der Frage nach, ob demnächst -analog zur im August 2000 eingeführten deutschen "Green Card" für ausländische IT-Experten -"Green Cards" für die aussterbenden Artenkenner ausgegeben werden müssten. Seither hat eine Reihe von Autoren die Problematik für den Bereich des ehrenamtlichen Naturschutzes aufgegriffen und die Notwendigkeit zum Handeln belegt (BUND 2012;Frobel & Schlump recht 2014, 2016Frohn & Rosebrock 2012 u. a.). Parallel dazu stellten der VdBiol (2007) und Zucchi (2008) für den Hochschulbereich zunehmend fehlende Kompetenzen ausgebildeter Biologen im Bereich der Artenkenntnis fest. ...
The community of taxonomy and special species experts is facing
extinction in Germany if some long overdue countermeasures
are not implemented in a timely manner. The authors of this
paper represent a variety of key players who share the responsibility of developing and providing opportunities to raise a new generation of such experts. Together, they have developed a gradual stage model which describes the required measures of the qualification model from „nature observer“ to „special expert.“ The concept illustrates and discusses the specific roles and responsibilities of the key players in solving this dilemma.
Dieser elfte Band der Reihe „Lehr- und Lernforschung in der Biologiedidaktik“ beinhaltet eine Auswahl theoretischer und empirischer Originalarbeiten aus der aktuellen Forschung in der Biologiedidaktik sowie Überlegungen und Diskussion von Round Tables sowie von Symposien, die 2023 auf der Tagung der Fachsektion Didaktik der Biologie im Verband Biologie, Biowissenschaften & Biomedizin in Deutschland (FDdB im VBIO) an der Pädagogischen Hochschule Ludwigsburg präsentiert wurden. Im Kontext des Tagungsthemas „Herausforderung Zukunft“ wurden Erkenntnisse, Erfahrungen und Anwendungen biologiebezogenen Lehrens und Lernens präsentiert und diskutiert. Die Biologiedidaktik begreift sich im 21. Jahrhundert mehr denn je als Zukunftsdisziplin an der Schnittstelle zwischen Wissenschaft und Gesellschaft. Zum einen tragen biologische Konzepte zum Verständnis der Herausforderungen unserer Zeit bei. Zum anderen spielt die Kompetenzförderung mit Bezug zu den so genannten 21st Century Skills oder Futures Literacy eine herausragende Rolle. Heranwachsende sowie die Öffentlichkeit werden in der Gestaltung einer sich wandelnden Welt darin unterstützt, die Rolle der (Bio-)Wissenschaften in gesellschaftlichen Entscheidungsprozessen zu verstehen und kritisch zu hinterfragen. Wie auch in früheren Jahren wurden alle Beiträge einem Peer-Review unterzogen.
Citizen Science projects aim to make data entry as easy as possible and often provide online data recording or data recording with an App. However, many participants cannot or do not want to use these possibilities and record their data the “old-fashioned” way with pen on paper. We ask whether the quality of data recorded in the “old-fashioned” way (transect walkers record their data with pen on paper) is of the same, better or worse quality than data recorded “online” (transect walkers enter their data via an online tool). We use the project “Butterfly Monitoring Germany” as an example, where we identify three different types of volunteers: those who enter their data online, those who send their data to the project coordination via email in different formats and those who send their data to the project coordination via ordinary mail. We observed minor quantitative differences for transect walkers not entering their data online but significant qualitative differences. Transect walkers who send their data via email record significantly more data for some rare or difficult to determine species. This is essential to properly calculate these species’ trends. In addition, the results of a questionnaire showed that “old fashioned” transect walkers did not use the online data entry because (i) data entry takes too long, (ii) is too cumbersome, (iii) they have bad or no internet connection or (iv) lack of technical capabilities. Accounting for different preferences of Citizen Scientists, different ways of data-submission should be made available (e.g. online, via app, or the old-fashioned way on paper). For the future, projects that collect large amounts of Citizen Science data should further develop low-threshold input data pipelines.
Implications for insect conservation
Our results show that data recorded in the old-fashioned way contributes significantly to increasing data quality. It is therefore very important to continue to enable different forms of data recording in the future. Furthermore, it is crucial to keep in mind that Citizen Science projects are only partly for the sake of science, but also volunteers should benefit by being part of a community and having access to information about (butterfly) biodiversity.
Der vorliegende Bericht stellt Ursachen für die Veränderungen der Insektenfauna zusammen. Daraus werden Vorschläge für Maßnahmen in Sachsen abgeleitet und diese inhaltlich sowie räumlich priorisiert. Die Autoren schaffen mit dem Bericht wissenschaftliche Grundlagen und geben Empfehlungen zur weiteren Umsetzung des sächsischen Handlungskonzepts Insektenvielfalt.
Der Bericht richtet sich an alle Akteure des Naturschutzes und der Landbewirtschaftung.
- English -
The present report compiles causes for the changes in the insect fauna. From this, proposals for measures in Saxony are derived and these are prioritized in terms of content as well as space. With the report, the authors create a scientific basis and give recommendations for further implementation of a concept for insect diversity in Saxony.
The report is addressed to all actors in nature conservation and land management.
Zusammenfassung
Für das Verständnis und den Schutz von Ökosystemen ist die Kenntnis von in diesen vorkommenden Arten wichtig. Die Artenkenntnis von Schüler:innen in Deutschland hat in den letzten Jahren abgenommen. Als ein Grund dafür wird in der Literatur die mangelnde Artenkenntnis von Lehrkräften angeführt, allerdings ist diese bisher nur wenig erforscht. Da vor allem dem Biologieunterricht für die Vermittlung von Artenkenntnis eine besondere Relevanz zukommt, liegt es im Erkenntnisinteresse der biologiedidaktischen Forschung, die Artenkenntnis von angehenden Lehrkräften zu untersuchen. In dieser Studie wurde mit einer inhaltlichen Bezugnahme zum UNESCO-Weltnaturerbe Wattenmeer ein heimisches Ökosystem ausgewählt, welches sowohl im schulischen als auch im außerschulischen Bereich ein hohes Potenzial für die Bildung für nachhaltige Entwicklung besitzt. Insgesamt wurden 206 Lehramtsstudierende der Unterrichtsfächer Biologie und Sachunterricht ( M = 23,4 Jahre) mit Zeichnungen zu ihrer Kenntnis von 18 Tierarten aus diesem Ökosystem befragt. Die Ergebnisse zeigen, dass die Artenkenntnis im Durchschnitt gering ist. Die mit Abstand bekannteste Tierart ist die Silbermöwe, der Bäumchenröhrenwurm ist hingegen nahezu unbekannt. Ein ungepaarter t -Test belegt, dass es zwischen der Artenkenntnis von Bachelor- und Masterstudierenden keinen signifikanten Unterschied gibt. Zudem illustrieren weitere ungepaarte t -Tests den signifikanten Einfluss von privaten Erfahrungen im Wattenmeer auf die Artenkenntnis, ein Einfluss von Erfahrungen aus der eigenen Schulzeit ist hingegen nicht vorhanden. Aus einer Korrelationsanalyse geht der positive Zusammenhang zwischen der Artenkenntnis und der Naturverbundenheit hervor. Im Allgemeinen wird von den angehenden Lehrkräften die Relevanz der Artenkenntnis für Lehrer:innen als eher hoch und für Schüler:innen als eher gering sowie das Wattenmeer als geeigneter außerschulischer Lernort beurteilt.
The aim of the study was to establish a nationwide barcode library for the most diverse group of Austrian Lepidoptera, the Noctuoidea, with 5 families (Erebidae, Euteliidae, Noctuidae, Nolidae, Notodontidae) and around 690 species. Altogether, 3431 DNA barcode sequences from COI gene (cytochrome c oxidase 1) belonging to 671 species were gathered, with 3223 sequences >500 bp. The intraspecific divergence with a mean of only 0.17% is low in most species whereas interspecific distances to the Nearest Neighbour are significantly higher with an average of 4.95%. Diagnostic DNA barcodes were obtained for 658 species. Only 13 species (1.9% of the Austrian Noctuoidea) cannot be reliably identified from their DNA barcode (Setina aurita/Setina irrorella, Conisania leineri/Conisania poelli, Photedes captiuncula/Photedes minima, Euxoa obelisca/Euxoa vitta/Euxoa tritici, Mesapamaea secalella/Mesapamea secalis, Amphipoea fucosa/Amphipoea lucens). A similarly high identification performance was achieved by the Barcode Index (BIN) system. 671 species of Austrian Noctuoidea, representing 3202 records with BINs, are assigned to a total of 678 BINs. The vast majority of 649 species is placed into a single BIN, with only 13 species recognised as BIN-sharing (including the barcode sharing species above). Twenty-one species were assigned to more than one BIN and have to be checked for cryptic diversity in the future.
Zielkonflikte der Wiederansiedlung von Wisenten im Rothaargebirge- ein Erfahrungsbericht
Der Rückgang der Biodiversität gilt nach Aussage der Weltbank als eine der zentralen Bedrohungen der Menschheit ähnlich dem Klimawandel. Dies ist somit nicht nur ein Experten-, sondern ein gesellschaftlich relevantes Thema. Um die Entwicklung der Artenkenntnis in den letzten 10 Jahren zu ermitteln, prüfte die vorliegende Studie die Formenkenntnis 15 häufiger Vogelarten an knapp 2000 Schülerinnen und Schülern. Dabei zeigt sich, dass diese Testgruppe rund ein Drittel der Vogelarten erkennt. Damit hat die Artenkenntnis in den vergangenen zehn Jahren weiter abgenommen.
Insekten sind essenzielle Bestandteile von Ökosystemen. Sie zersetzen unter anderem organische Materie, bestäuben einen Großteil der Pflanzen und dienen vielen anderen Tieren als Nahrungsgrundlage. So generieren sie viele Leistungen, wie die Bestäubung von Nutzpflanzen oder die biologische Schädlingskontrolle, die wir täglich verwenden und auf die wir angewiesen sind. Die derzeit verfügbaren Daten weisen auf einen gravierenden Verlust dieser artenreichsten Tierklasse hin, sowohl im Hinblick auf die Artenzahlen als auch auf die Populationsgrößen. Durch die engen ökosystemaren Zusammenhänge wirkt sich dieser Verlust auch direkt auf die Bestandsentwicklungen anderer Tier- und Pflanzenarten sowie den Zustand von Ökosystemen allgemein aus. Der Rückgang ist das Ergebnis komplexer, häufig kumulativ wirkender Einflussfaktoren, wobei die flächendeckende und zunehmende Verarmung der Landschaftsstruktur sowie die Einträge von Nährstoffen und Pflanzenschutzmitteln wesentlich sind. ------------------
Insects are essential components of ecosystems. They inter alia decompose organic matter, pollinate the majority of plants and serve as a food source to many other animals. By doing so, they provide many services, such as crop pollination or biological pest control, on which we depend and which we use constantly. Currently available data indicates a serious loss of this enormously rich animal taxon, both in terms of species number and population size. Due to the close links in ecological systems, this loss directly affects other animals and plants as well as the state of entire ecosystems. The decline results from the combined effect of complex, often cumulative factors. Within this framework, large-scale and progressive structural impoverishment of landscapes as well as the input of nutrients and pesticides is particularly important.
Mit dem Rückgang der Biodiversität geht auch die „Erosion der Artenkenntnis“ einher. Es gibt immer weniger Kenner von Flora und Fauna. Das betrifft v.a. Naturschutzakteure, Bildungsträger, naturkundliche Vereine und verbände. Das Problem ist nicht neu und mehrfach empirisch belegt. Dennoch sind kaum Trendwenden in Sicht. Regionale Akteure können konkret zu einer Nachwuchsoffensive beitragen. Dabei sind Strategien sinnvoll, die die Erkenntnisse der Interessens- und Expertise-forschung mit neuen Formaten und institutionsübergreifenden Kooperationen verbinden.
URL: http://www.deutscher-naturschutztag.de/fileadmin/user_upload/DNT_Journal_2017/DNTJournal2017_Digital.pdf