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Die Paläoanthropologie beschäftigt sich mit der Erforschung der Ursprünge und der Evolution des Menschen. Die Vermittlung dieser Forschungsergebnisse in deutschen Schulen stellt eine wichtige Aufgabe dar und ist curricularer Bestandteil der Sekundarstufe I und II. Ein zentrales Anliegen des »Hominids for Schools«-Projekts ist es, die Vermittlung dieses Wissens nicht nur in Deutschland zu fördern, sondern auch dort, wo die Menschheitsgeschichte begann – in Afrika, der Wiege der Menschheit. Doch ein Schädelabguss allein bereichert noch nicht den Biologie- oder Evolutionsunterricht. Gefragt sind fachdidaktische Konzepte, die Schülern die neuesten Forschungsergebnisse inhaltlich näher bringen und buchstäblich begreifbar machen. An dieser Stelle ist die Kooperation zwischen Fachwissenschaft und Fachdidaktik unverzichtbar. Der vom Forschungsinstitut Senckenberg und dem Institut für Didaktik der Biowissenschaften gemeinsam entwickelte Lernkoffer ist ein Beispiel für fruchtbare Entwicklungsforschung, die zu den grundlegenden Aufgaben einer inhaltsorientierten Fachdidaktik gehört. Ausgangspunkt für das »Hominids for Schools«-Projekt war die Idee des Paläoanthropologen Prof. Dr. Friedemann Schrenk vom Forschungsinstitut Senckenberg, die Bildung in Afrika zu fördern und einen interkulturellen Dialog zwischen deutschen und afrikanischen Partnerschulen anzuregen. Als Basis dienen Fossilien von Hominiden, die zu den ältesten Vorfahren des heutigen Menschen gezählt werden, und zwar Nachbildungen eines Schädels und eines Unterkiefers. Der Schädel gehört zu dem in Kenia gefundenen Turkana Boy, einem Homo erectus. Der Unterkiefer ist einem Homo rudolfensis zuzuordnen. Er stammt aus Malawi und stellt mit einem Alter von 2,5 Millionen Jahren das älteste Fundstück der Gattung Homo dar: UR 501 – so die Katalognummer des fossilen Urahns [siehe auch Stefanie Müller »Wissenschaftsvermittlung in der Wiede der Menschheit«, Forschung Frankfurt 2 – 3/2006]. Friedemann Schrenk, der seit über 20 Jahren auf dem afrikanischen Kontinent nach den Überresten unserer Vorfahren gräbt, fand mit seinem Team 1992 den Unterkiefer in Malawi. Der von Schrenk gegründete Verein »Uraha Foundation Germany « setzt sich für die Förderung von Wissenschaft und Forschung in und über Afrika ein. Im Rahmen des »Hominids for Schools«-Programms können deutsche Schulen über den Erwerb von Abgüssen zusätzliche Kopien für afrikanische Partnerschulen mitfinanzieren. In dem Beitrag von 150 Euro für einen Abguss des Unterkiefers von UR 501 sowie 350 Euro für den Abguss des Schädels des Turkana Boy ist die kostenlose Lieferung weiterer Abgüsse an zwei afrikanische Partnerschulen enthalten. Diese verfügen aufgrund eingeschränkter finanzieller Mittel nicht über die Möglichkeit, das Material selbst zu erwerben. Gerade die Lehr- und Lernmaterialausstattung ist an vielen afrikanischen Schulen, besonders in ländlichen Gebieten, mehr schlecht als recht. ...
1.Thedescriptionandanalysisofanimalbehavioroverlongperiodsoftimeisoneof the most important challenges in ecology. However, most of these studies are limited due to the time and cost required by human observers. The collection of data via video recordings allows observation periods to be extended. However, their evaluation by human observers is very time-consuming. Progress in automated evaluation, using suitable deep learning methods, seems to be a forward-looking approach to analyze even large amounts of video data in an adequate time frame.
2. In this study, we present a multistep convolutional neural network system for detecting three typical stances of African ungulates in zoo enclosures which works with high accuracy. An important aspect of our approach is the introduction of model averaging and postprocessing rules to make the system robust to outliers.
3. Our trained system achieves an in-domain classification accuracy of >0.92, which is improved to >0.96 by a postprocessing step. In addition, the whole system per- forms even well in an out-of-domain classification task with two unknown types, achieving an average accuracy of 0.93. We provide our system at https://github. com/Klimroth/Video-Action-Classifier-for-African-Ungulates-in-Zoos/tree/main/ mrcnn_based so that interested users can train their own models to classify im- ages and conduct behavioral studies of wildlife.
4. The use of a multistep convolutional neural network for fast and accurate clas- sification of wildlife behavior facilitates the evaluation of large amounts of image data in ecological studies and reduces the effort of manual analysis of images to a high degree. Our system also shows that postprocessing rules are a suitable way to make species-specific adjustments and substantially increase the accuracy of the description of single behavioral phases (number, duration). The results in the out-of-domain classification strongly suggest that our system is robust and achieves a high degree of accuracy even for new species, so that other settings (e.g., field studies) can be considered.
The present study assessed the diurnal variation in salivary cortisol in captive African elephants during routine management (baseline) and in relation to a potential stressor (translocation) to evaluate to what extent acute stress may affect diurnal cortisol patterns. Under baseline conditions, we collected morning and afternoon saliva samples of 10 animals (three zoos) on different days in two study periods (n = 3–10 per animal, daytime and period). Under stress conditions, we sampled the transported cow (newcomer) and the two cows of the destination zoo before and after the transport in the morning and afternoon (n = 3–9 per animal, daytime and transport phase), as well as after the first introduction of the newcomer to the bull (n = 1 per animal). Cortisol was measured in unextracted samples by enzyme immunoassay. Under baseline conditions, we observed the expected diurnal variation with higher cortisol levels in the morning than in the afternoon. Under stress conditions, neither a significant difference between pre‐ and posttransport, nor between morning and afternoon levels was found. The percentage difference between morning and afternoon cortisol after the transport, however, was remarkably lower than before the transport in the newcomer potentially indicating a stress response to familiarization. Saliva samples taken immediately after the introduction of the newcomer to the bull revealed a marked cortisol increase. Our findings indicate that stressors may disturb the diurnal cortisol rhythm. Furthermore, provided that samples can be collected promptly, salivary cortisol is a useful minimally invasive measure of physiological stress in the African elephant.
In recent environmental research, relational values (RVs) have emerged as a new group of values to explain environmental behavior. Although this new concept is attracting attention, empirical studies on the subject are still rare. On this basis, we have conducted three studies to analyze an existing measurement tool for RVs and compared the construct with the concept of connection to nature. In study 1, we confirmed convergent and discriminant validity of the RV scale by comparing it with the Two Factor Model of Environmental Values (2-MEV) model using a sample of n = 350 university students. Additionally, study 1 verified reliability using test–retest reliability on three different groups of students (n1 = 53; n2 = 37; n3 = 48). In study 2, principal component analyses were performed to examine the structure of RVs and to compare it to the concept of connection to nature by reusing the sample 350 university students from study 1. The results show that RVs and connection to nature are not fundamentally distinct constructs, but overlap. However, if the structure of the RV measurement is forced to a single factor, no perfect fit is found, making a multidimensional solution more likely. A third study was conducted to review the results from study 2 using confirmatory factor analysis on a new sample of 878 university and high school students. Study 3 confirmed RVs as a multidimensional construct with three factors: care, community, and connection. It also proved the overlap of the connection to nature and RV concepts to some extent.
Locating a vocalizing animal can be useful in many fields of bioacoustics and behavioral research, and is often done in the wild, covering large areas. In zoos, however, the application of this method becomes particularly difficult, because, on the one hand, the animals are in a relatively small area and, on the other hand, reverberant environments and background noise complicate the analysis. Nevertheless, by localizing and analyzing animal sounds, valuable information on physiological state, sex, subspecies, reproductive state, social status, and animal welfare can be gathered. Therefore, we developed a sound localization software that is able to estimate the position of a vocalizing animal precisely, making it possible to assign the vocalization to the corresponding individual, even under difficult conditions. In this study, the accuracy and reliability of the software is tested under various conditions. Different vocalizations were played back through a loudspeaker and recorded with several microphones to verify the accuracy. In addition, tests were carried out under real conditions using the example of the giant otter enclosure at Dortmund Zoo, Germany. The results show that the software can estimate the correct position of a sound source with a high accuracy (median of the deviation 0.234 m). Consequently, this software could make an important contribution to basic research via position determination and the associated differentiation of individuals, and could be relevant in a long-term application for monitoring animal welfare in zoos.
Impact of biological education and gender on students' connection to nature and relational values
(2020)
The new concept of relational values (RVs) is gaining more and more attention in environmental research, but empirical analyses are still rare. However, this type of research is necessary because the RVs have an influence on environmental behavior. To evaluate the impact of biological education on attributing higher importance to RVs and connectedness to nature, we compared the connection to nature scores (using the inclusion of nature scale (INS) and connectedness to nature scale (CNS)) and RV scores of biologically interested high school students (n = 417) with first year (n = 593) and advanced biology (n = 223) students. While high school students showed significant lower connection to nature scores than university students, there was no significant difference in RVs between the test groups. These results suggest that there is a lack of factors in the university study of biology that can change RVs. The gender comparison of RVs and connection to nature showed a significant higher RV score for females while INS and CNS did not show a gender difference. Thus, the study makes an important contribution to the research, as it was able to prove that gender has an influence on a person's RVs but not on their connection to nature.
The UN's sustainable development goals (SDGs), which aim to solve important economic, social, and environmental problems of humanity, are to be supported by education for sustainable development (ESD). Empirical studies on the success of the implementation of the SDGs in the field of education are still pending. For this reason, using the loss of global biodiversity as an example, this study examined the extent to which high school students, teacher trainees in biology, and biology bachelor students can identify the causes of the global biodiversity loss. A new questioning tool was developed and tested on 889 participants. In addition, the relationship between connection to nature and the personal assessment about biodiversity threats was examined. The factor analysis of the scale used showed that 11 out of 16 items were assigned to the intended factor. The comparison between high school students, teacher trainees in biology, and biology bachelor students showed no significant difference in overall assessment of the reasons for global biodiversity loss. When comparing the three risk levels in which the risk factors for biodiversity could be divided, across the three student groups, only minor differences were found. Therefore, a specific education of prospective teachers is necessary, as they have to pass on the competence as multipliers to their students. No significant difference could be found when examining the relationship between connection to nature and the overall scores of the assessment scale for the reasons of biodiversity loss. However, it was found that people who felt more connected to nature were more capable of assessing the main causes of risk for global biodiversity, while people who felt less connected to nature achieved better scores for the medium factors
Zoos attract millions of visitors every year, many of whom are schoolchildren. For this reason, zoos are important institutions for the environmental education of future generations. Empirical studies on the educational impact of environmental education programs in zoos are still rare. To address this issue, we conducted two studies: In study 1, we investigated students’ interests in different biological topics, including zoos (n = 1,587). Data analysis of individual topics revealed large differences of interest, with advanced students showing less interest in zoos. In study 2, we invited school classes of this age group to visit different guided tours at the zoo and tested connection to nature before and after each educational intervention (n = 608). The results showed that the guided tours are an effective tool to raise students’ connection to nature. Add-on components have the potential to further promote connection to nature. The education programs are most effective with students with a low initial nature connection.
Measuring connection to nature - a illustrated extension of the inclusion of nature in self scale
(2021)
The human-nature connection is an important factor that is frequently the subject of environmental education research and environmental psychology. Therefore, over the years, numerous measuring instruments have been established to quantitatively record a person’s connection to nature. However, there is no instrument specifically for children with cognitive limitations. For this reason, in this study, an established scale for connection to nature, the inclusion of nature in self scale (INS), was modified especially for the needs of this group. Study 1 investigated what students understand by the term “nature” in order to create an illustrated version of the INS. In study 2, the new instrument was tested on university students and compared with the original INS and the connectedness to nature scale (CNS). No significant differences between the original INS and the new developed scale were found (p = 0.247), from which it can be concluded that the illustrated INS (IINS) measures the connection to nature with similar accuracy as the original INS. In study 3, the instrument was tested together with other established nature connection instruments on the actual target group, students with disabilities. The correlation between the IINS, the CNS, and nature connectedness scale (NR) were in accordance with the expected literature values (rIINS-CNS = 0.570 & rIINS-NR = 0.605). The results of this study also prove effectiveness of the developed illustrated scale. This research thus provides a suitable measuring instrument for people with learning difficulties and can make a contribution to the investigation of human-nature connections and conservation education.