<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Christoph Randler</style></author><author><style face="normal" font="default" size="100%">Lisa Wieland</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">KNOWLEDGE ABOUT COMMON VERTEBRATE SPECIES IN GERMAN KINDERGARTEN PUPILS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">biodiversity</style></keyword><keyword><style  face="normal" font="default" size="100%">kindergarten</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-schooling</style></keyword><keyword><style  face="normal" font="default" size="100%">vertebrate animal species knowledge</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1405171515.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Biodiversity has become a challenging educational topic and knowledge about animal species and their identification is one aspect of learning about biodiversity. There are few studies addressed at assessing vertebrate species knowledge and species identification skills in children prior to schooling (‘kindergarten’). Here, we tried to quantify the knowledge about fifteen animal species in a period before the onset of schooling as an assessment of prior knowledge. Children in the kindergarten were found to be able to identify common vertebrate species. Boys and girls scored equal in knowledge, but pupils with German as foreign language scored lower. There were significant differences between the eight kindergartens in our study. High scores have been found in a kindergarten within a large city.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">135-141 </style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Christoph Randler</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PUPILS’ FACTUAL KNOWLEDGE ABOUT VERTEBRATE SPECIES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">biodiversity</style></keyword><keyword><style  face="normal" font="default" size="100%">factual animal species knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">gender</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404289078.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Biodiversity has become a challenging educational topic and basic knowledge about animal or plant species, their identification and life history has been targeted as a fundamental aspect. There are few studies aiming at assessing pupils’ knowledge about vertebrates and it’s identification skills in pupils. Further, many educational practitioners and conservationists claim a significant decrease of species knowledge in today’s children and adolescents. Here, I try to quantify the knowledge about animal species using a large, illustrated questionnaire dealing with 54 vertebrate species. 879 lower secondary school pupils and 65 primary school pupils (4th graders) from three geographic regions throughout Germany participated in the study. Species knowledge was dependent on educational level and gender. It did not increase parallel to age or grade but rather reached a peak during the age of 14 years or during the 7th grade, respectively. Further, species knowledge did not decrease between the early 1980ies and 2005.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">48-54</style></section></record></records></xml>