Beyond knowing nature: Contact, emotion, compassion, meaning, and beauty are pathways to nature connection

Feeling connected to nature has been shown to be beneficial to wellbeing and pro-environmental behaviour. General nature contact and knowledge based activities are often used in an attempt to engage people with nature. However the specific routes to nature connectedness have not been examined systematically. Two online surveys (total n = 321) of engagement with, and value of, nature activities structured around the nine values of the Biophila Hypothesis were conducted. Contact, emotion, meaning, and compassion, with the latter mediated by engagement with natural beauty, were predictors of connection with nature, yet knowledge based activities were not. In a third study (n = 72), a walking intervention with activities operationalising the identified predictors, was found to significantly increase connection to nature when compared to walking in nature alone or walking in and engaging with the built environment. The findings indicate that contact, emotion, meaning, compassion, and beauty are pathways for improving nature connectedness. The pathways also provide alternative values and frames to the traditional knowledge and identification routes often used by organisations when engaging the public with nature.N/

Birds in the playground: Evaluating the effectiveness of an urban environmental education project in enhancing school children's awareness, knowledge and attitudes towards local wildlife.

Children nowadays, particularly in urban areas, are more disconnected from nature than ever before, leading to a large-scale "extinction of experience" with the natural world. Yet there are many potential benefits from children interacting with nature first-hand, including via outdoor learning opportunities. Urban environmental education programmes typically aim to increase awareness and knowledge of local biodiversity and to promote positive attitudes and behaviour towards the environment. However, limited research has been conducted evaluating to what extent these interventions achieve their goals. Here, we explore and assess the influence of a six-week bird-feeding and monitoring project conducted within school grounds ("Bird Buddies") on individual awareness, knowledge and attitudes towards birds by primary school children. This initiative was conducted across eight (sub-)urban primary schools within Brighton and Hove (UK), with 220 participating children (aged 7 to 10). Via pre- and post-project questionnaires, we found evidence for enhanced awareness of local biodiversity, alongside significant gains in both bird identification knowledge and attitudes, which were greatest for children with little prior exposure to nature. Many children expressed a keenness to continue improving the environmental value of their school grounds and to apply elements of the project at home. Student project evaluation scores were consistently positive. Mirroring this, participating teachers endorsed the project as a positive learning experience for their students. One year after the project, several schools were continuing to feed and watch birds. Collectively, the findings from this study highlight the multiple benefits that can be derived from engagement with a relatively short outdoor environmental activity. We therefore believe that such interventions, if repeated locally/longer term, could enhance children's experience with nature in urban settings with combined positive environmental impact

Individual perception of bees: Between perceived danger and willingness to protect

<div><p>The current loss of biodiversity has found its way into the media. Especially the loss of bees as pollinators has recently received much attention aiming to increase public awareness about the consequence of pollinator loss and strategies for protection. However, pollinating insects like bees often prompt considerable anxiety. Negative emotions such as fear and disgust often lead to lack of support for conservation and appropriate initiatives for protection. Our study monitored perceptions of bees in the contexts of conservation and danger bees possibly represent by applying a semantic differential using contrasting adjectives under the heading “I think bees are…”. Additionally, open questions were applied to examine individual perceptions of danger and conservation of bees. Respondents were students from primary school, secondary school and university. We compared these novices (<i>n</i> = 499) to experts (beekeepers, <i>n</i> = 153). An exploratory factor analysis of the semantic differential responses yielded three major oblique factors: <i>Interest</i>, <i>Danger</i> and <i>Conservation & Usefulness</i>. The inter-correlations of these factors were significant. Although all subgroups showed an overall high willingness to protect bees, the perception of danger scored medium. The individual experience of bee stings was the most prevalent reason for expressing fear. Educational programs focusing on pollinator conservation may reduce the perceived danger through removing misinformation, and supporting interest in the species. Based on the overall positive attitude toward bees, we suggest introducing bees (e.g., <i>Apis mellifera</i>) as a flagship species for pollinator conservation.</p></div