Bioecological representations and social characteristics of students influence their attitudes toward wild vertebrates.

BACKGROUND: The origin of different human emotions directed towards animals (whether in the utilitarian, affective, conflictual, or cosmological context) is strongly influenced by sociocultural factors, although our genetic predispositions also play an important role in the origin of these emotions. Such emotions guide people's representations of different species, which in turn affect their attitudes toward them. For this reason, understanding the factors that guide such attitudes becomes a key element in making conservationist decisions. In this sense, the main objective of this study was to analyze how sociocultural characteristics and bioecological representations can influence students' attitudes of empathy or antipathy towards vertebrate species; as well as which classes and species are related to greater and lesser support in people for their conservation. METHODS: To do so, 667 interviews were conducted with students from urban (n = 1) and rural (n = 2) schools in the Brazilian semi-arid region. We used mixed generalized linear models (GLMM) to examine the effect of social factors and bioecological representations on empathy and antipathy attitudes and multiple factor analysis (MFA) to examine the relationship between the biological characteristics of the animals (positive or negative) and the attitudes toward them (antipathetic or empathetic). RESULTS: Through GLMM, we found that students from the urban area and from lower school levels are more extreme in their responses, more frequently expressing both empathy and antipathy towards wild animals. Regarding gender, women had a higher frequency of responses associated with aversion than men for species perceived as dangerous and poisonous (p < 0.001). Through the MFA, we found greater support (empathy) for the conservation of fish species (31.56%), birds (29.37%) and mammals (25.94%), with emphasis on the Red-cowled cardinal (Paroaria dominicana) and clownfish (Amphiprion ocellaris) species, and less support (antipathy) for reptile and amphibian species such as rattlesnakes (Crotalus durissus) and horned frogs (Ceratophrys joazeirensis). CONCLUSIONS: The attitudinal ambivalence reflected by varying empathy for certain species and antipathy to others has important implications for wildlife conservation. Understanding the socioeconomic factors and emotions that influence attitudes towards animals can enable integrating educational strategies for the conservation of species, especially those which are culturally important.

What are the factors influencing the aversion of students towards reptiles?

BACKGROUND: Reptiles form a paraphyletic group with significant roles for human society, including species that are considered important for food, medicinal and mystical use and as pets. Some species are considered to be aversive, whereas others are captivating among people. Aversion is an important factor which should be considered in the conservation policies of these animals. As such, here, we investigate the demographic, educational, perceptives and behavioural factors of students related to their aversion and non-conservationist attitudes directed towards different reptile species and evaluated the effect of educational exhibition of animals as a strategy of mitigating these attitudes. METHODS: The data were obtained through forms on the aversion and conservation of reptiles represented by three species, a chelonian, a snake and a lizard. The form was given in two instances, before and after a visit to a private zoo (Museu Vivo Répteis da Caatinga), where the students had contact with the aforementioned species. A total of 133 students participated in the study, among these, 43 from elementary school (21 females and 22 males), 29 from high school (16 females and 13 males), 37 from university biology students (22 females and 15 males) and 24 university mathematics students (6 females and 18 males). RESULTS: Among all evaluated species, snakes were considered to be the most aversive species. The aversion attitudes differed between the three evaluated species when correlated to age and type of university courses. However, this pattern did not differ between student sexes. Older students had a lower aversion to the chelonian compared to the younger ones, but for snakes and lizards, the aversion was high among students of all ages. The university biology students had a lower aversion compared to the university mathematics students for the three species. The recognition and handle of the tested species and previous visits to educational exhibitions of animals were negatively related to aversion. The comparative analysis of the forms applied before and after the visit to the Museu Vivo Répteis da Caatinga showed that this visit influenced the decrease of aversion, but not in non-conservationist attitudes, for which the attitude scores had always been low. CONCLUSIONS: We conclude that reptile aversion varies in accordance with the taxon, being snakes the most disliked by students. The visit to the educational exhibition of animals contributed to the reduction of the observed aversion. This is especially true when the acquisition of educational information about species is associated with practical activities which includes contact with the animals. Finally, the fact that non-conservationist attitudes had been low towards all species perhaps demonstrates a conservationist tendency even for the most aversive species.

Fauna and conservation in the context of formal education: a study of urban and rural students in the semi-arid region of Brazil.

BACKGROUND: In addition to playing a key role in the dynamics of ecosystems, animal diversity, especially that of wild vertebrates, is intimately linked with human evolutionary history, which has resulted in diverse interactions that must be emphasized in formal education processes. We analyzed several methods of approaches used for biological education in order to teach about wild vertebrates and their conservation in urban and rural schools in the semi-arid region of Brazil. METHODS: Data were obtained via questionnaires applied to 990 students, of which 528 were urban and 462 rural, distributed among the seven grades/years that comprise the last two cycles of basic education in Brazil. The richness and diversity of the animals cited by the students were calculated, being the diversity using an adaptation of the equation for the Shannon-Weaver Index (H'). Data were analyzed using non-parametric descriptive statistics. RESULTS: Mammals and birds had the greatest richness and diversity of animals cited as most-studied in science/biology classes, and also the most indicated as occurring in the studied region. Among mammals, large carnivores with a showy appearance and utilitarian value had the highest citation frequencies, while there was a tendency for limited recognition of faunistic diversity in the other groups mentioned. Almost 70% of the students stated that their schooling processes dealt with the conservation of wild animals; however, about 50% of the students in both urban and rural contexts did not express conceptual understanding about the conservation of nature. CONCLUSIONS: The recognition of animal diversity, especially vertebrates, beyond just mammals and birds, as well as conceptual clarity about the conservation of nature, are fundamental factors for the development of critical awareness of fauna and its conservation, and where the processes of schooling have a preponderant role. Finally, the study contributes to the legitimization of Ethnobiology as an interdisciplinary field of knowledge, especially in its interface with education, in addition to pointing out the importance of optimizing efforts in approaches to biodiversity conservation in formal educational processes.