Factors Affecting Zoo Visitors’ Conservation Beliefs and Knowledge of Large Carnivores in 2009 and a Dozen Years Later

Teaching in a formal learning environment mainly focuses on gaining knowledge, and scarcely on the development of pro-environmental attitudes. Knowledge can also be gained in informal learning institutions, such as zoos, and their potential use in general public education should not be neglected. This paper explores factors influencing the conservation beliefs of zoo visitors about brown bears, grey wolves, and Eurasian lynx. The study undertaken in Zoo Ljubljana (Slovenia) consisted of surveys performed in 2009 (n = 613) and in 2021 (n = 257). The levels of knowledge and education influenced both supporting and opposing beliefs about the three large carnivore species. The gender factor was less uniform: both supporting and opposing beliefs about lynx were demonstrated, but only opposing beliefs about brown bear and wolf. The study indicates that knowledge has the most significant influence on conservation beliefs, thus highlighting the importance of educational and communication activities in management and conservation actions regarding large carnivore species. The varied gender influence suggests that species-specific educational activities should be encouraged

The effects of periphyton on optical properties of submerged leaves in Rorippa amphibia and Sagittaria sagittifolia

We studied the effects of periphyton on optical properties of the leaves of the species Rorippa amphibia and Sagittaria sagittifolia. Leaf reflectance and transmittance were measured. Morphological research included the measurements of specific leaf area, leaf thickness (upper and lower epidermis, mesophyll), the number of stomata and the presence of diatoms on upper and lower side of the leaves. Biochemical analyses included measurements of concentrations of chlorophyll a and b, carotenoides, anthocianins, UV-A and UV-B absorbing substances. We also measured concentrations of chlorophyll in periphyton. We can conclude that all biochemical parameters, stomata and diatom density, SLA and leaf thickness affected leaf reflectance and transmittance. Mesophyll thickness affected the reflectance, while periphyton presence affected mainly leaf transmittance in both studies species

Students’ Attitudes to and Knowledge of Brown Bears (Ursus arctos L.): Can More Knowledge Reduce Fear and Assist in Conservation Efforts?

The expansion of large carnivores across Europe is posing a challenge to their conservation. Since success with conservation may depend significantly on human behavior, knowledge of certain behaviors’ emergence and all the factors that affect them are crucial. The present study included 534 students who were divided into a comparison group (n = 317) and a treatment group (n = 217) consisting of 309 lower secondary (LS, MAge = 12.2, SD = 0.94) and 225 upper secondary (US, n = 225, MAge = 16.5, SD = 0.99) school students. We assessed their attitudes to and knowledge of brown bears. An indirect effect of the workshops (instructions) is also described. Sociodemographic factors, such as gender and seeing a bear in nature, significantly influenced the students’ attitudes and knowledge. Residence, owning a dog, having a hunter in the family, breeding livestock and visiting a zoo had a smaller effect on the students’ attitudes and knowledge. The results thus show that greater knowledge is correlated with proconservation attitudes, and partly with reduction of fear. Therefore, future conservation and management should employ strong communication, especially education activities based on direct experiences and carefully designed information regarding species and socio-scientific issues

Knowledge about and attitudes toward large carnivores in formal and informal learning environments

Velike zveri ogrožajo različni dejavniki, eden pomembnejših je sprejetost vrst v javnosti. Poznavanje stališč in znanja ljudi je postalo osrednji cilj varstvene biologije, pri čemer se pomemben vpliv pripisuje izobraževanju. V raziskavi smo se osredotočili na ovrednotenje znanja in stališč o velikih zvereh med ciljno širšo javnostjo, učenci in dijaki, ter analizirali dejavnike, ki vplivajo na oblikovanje stališč in izgradnjo znanja. V obliki samoporočil smo pridobili informacije o stališčih, preko preizkusov znanja pa smo ovrednotili vpliv znanja na stališča 2218 sodelujočih. Rezultati kažejo, da znanje in raven izobrazbe v največji meri vplivata na varstvena prepričanja obiskovalcev živalskega vrta o velikih zvereh. Količina znanja je bila povezana s pozitivnimi in negativnimi prepričanji, stopnja izobrazbe pa je omilila ohranjanju nasprotujoča prepričanja. Kot pomemben dejavnik se je izkazal tudi spol. Dijaki so v splošnem izkazali pozitivna stališča, vendar pomanjkljivo znanje o volkovih. Smer izobraževanja je vplivala tako na stališča kot tudi na znanje, spol pa je bil povezan le s stališči dijakov. Na interes za učenje o volkovih so vplivali letnik izobraževanja, spol in prisotnost lovca v družini. Opazovanje volka v naravi pa je bilo povezano z manj izraženega strahu in posledično višjim sprejemanjem vrste. Pri raziskovanju vpliva različnih učnih metod v povezavi z volkovi smo zaznali doprinos vseh načinov izobraževanja, pri čemer je imela delavnica z aktivno udeležbo dijakov v spremenjenem učnem okolju največji učinek. Znanje je pomembno vplivalo tudi na oblikovanje stališč do medvedov. Spol in neposredna izkušnja sta pomembno vplivala tako na izražanje stališč kot tudi na količino znanja. Vpliv pouka je bil povezan s količino znanja, ne pa tudi s splošno spremembo stališč do medvedov.Large carnivores are threatened by various factors, one of the crucial being public acceptance. Researching attitudes and knowledge has become a central goal of conservation biology, with a significant impact attributed to education. This research focused on the evaluation of knowledge and attitudes toward large carnivores among the targeted general public and students. Besides, factors that influence attitude formation and the amount of knowledge were analyzed. In the form of self-reports, we obtained information on attitudes, and through knowledge tests, we evaluated the impact of knowledge on the attitudes of 2218 participants. Knowledge and education level have the greatest impact on zoo visitors’ conservation beliefs. The first was associated with positive and negative beliefs, and the latter mitigated the opposing beliefs. Gender also proved to be an important factor of influence. Students showed positive attitudes in general, but their knowledge of wolves was lacking. Type of education influenced both attitudes and knowledge, while gender affected only students’ attitudes. Interest in learning was influenced by study year, gender, and the hunter in the family. Seeing wolf in nature correlated with less pronounced fear and consequently higher acceptance of the species. In the case of wolves, a positive contribution of all teaching methods was detected, with the student-centered out-of-school workshop having the greatest impact. Knowledge significantly shaped students’ attitudes towards bears, while gender and direct experience affected knowledge and attitudes. The impact of instructions was related to the amount of knowledge, but not the general change in attitudes toward bears

Studentsʼ attitudes to and knowledge of brown bears (Ursus arctos L.)

The expansion of large carnivores across Europe is posing a challenge to their conservation. Since success with conservation may depend significantly on human behavior, knowledge of certain behaviors’ emergence and all the factors that affect them are crucial. The present study included 534 students who were divided into a comparison group (n = 317) and a treatment group (n = 217) consisting of 309 lower secondary (LS, M$_{Age}$ = 12.2, SD = 0.94) and 225 upper secondary (US, n = 225, M$_{Age}$ = 16.5, SD = 0.99) school students. We assessed their attitudes to and knowledge of brown bears. An indirect effect of the workshops (instructions) is also described. Sociodemographic factors, such as gender and seeing a bear in nature, significantly influenced the students’ attitudes and knowledge. Residence, owning a dog, having a hunter in the family, breeding livestock and visiting a zoo had a smaller effect on the students’ attitudes and knowledge. The results thus show that greater knowledge is correlated with proconservation attitudes, and partly with reduction of fear. Therefore, future conservation and management should employ strong communication, especially education activities based on direct experiences and carefully designed information regarding species and socio-scientific issues

Factors affecting zoo visitors’ conservation beliefs and knowledge of large carnivores in 2009 and a dozen years later

Teaching in a formal learning environment mainly focuses on gaining knowledge, and scarcely on the development of pro-environmental attitudes. Knowledge can also be gained in informal learning institutions, such as zoos, and their potential use in general public education should not be neglected. This paper explores factors influencing the conservation beliefs of zoo visitors about brown bears, grey wolves, and Eurasian lynx. The study undertaken in Zoo Ljubljana (Slovenia) consisted of surveys performed in 2009 (n = 613) and in 2021 (n = 257). The levels of knowledge and education influenced both supporting and opposing beliefs about the three large carnivore species. The gender factor was less uniform: both supporting and opposing beliefs about lynx were demonstrated, but only opposing beliefs about brown bear and wolf. The study indicates that knowledge has the most significant influence on conservation beliefs, thus highlighting the importance of educational and communication activities in management and conservation actions regarding large carnivore species. The varied gender influence suggests that species-specific educational activities should be encouraged

Wolves’ Conservation through Educational Workshops: Which Method Works Best?

(1) Background: Conservation biology education is an important societal goal, targeting the worldwide promotion of biodiversity conservation. When learning about animals, direct experience poses an ideal opportunity to influence the participants’ attitudes and knowledge. However, in the case of large carnivores, direct experiences are scarcely possible, except at local zoos. School teaching should therefore rely on preserved materials, which are still originals. (2) Methods: Here, we investigated how students’ attitudes and knowledge regarding wolves can be improved in three different teaching contexts: (a) through conventional lectures, (b) through lectures combined with hands-on activities in the real classroom setting, and (c) through lectures with hands-on activities at the university. Students from general and vocational (veterinary) upper secondary school participated in the study. Attitudes and knowledge were tested before and after the teaching. (3) Results: Students displayed positive attitudes toward wolves and their prior knowledge had the highest influence on attitude ratings. Knowledge about wolves improved during teaching regardless of the teaching approach. The highest influence on attitudes and knowledge was observed in the university setting. (4) Conclusion: The university setting evidently produces the strongest effect so it is a recommended approach when designing conservational topics