A framework for measuring students' knowledge of pollination systems and pollinator conservation

Golick, D. ., Dauer, J. ., Lynch, L. ., & Ingram, E. . (2018). A framework for pollination systems thinking and conservation. Environmental Education Research, 24, 1143-1158.

One third of food consumed by humans is dependent on pollinators, making them essential to environmental systems and food production. Unfortunately, pollinator populations have been declining. In response, many organizations have created new educational programs focused on pollination systems and pollinator conservation. However, no standard exists for what students should be expected to know about pollination systems, and no baseline exists for what students currently know. Standards and a baseline of current understanding are necessary before assessing the efficacy of pollinator education programs, creating new education programs, or studying the relationship between knowledge about pollinators and behavior change. This study formulated a framework for measuring students' understanding of pollination systems and provided a baseline for participant postsecondary student knowledge on the subject.

The study's methods were based off of the SBF systems framework—the idea that a system is composed of its structure, behavior, and function. To demonstrate understanding of the pollination system, students were expected to exhibit knowledge of the system's structures (e.g. insects, pollinators, plants), behaviors (e.g. plant reproduction, pollinator survival) and functions (e.g. pollination's impact on human food supply, the influence of conservation practices on pollinator population health).

This research was conducted at a large, public Midwestern university in the United States. The study participants were enrolled in the university, their ages ranged between 19-25 and averaged about 20 years old. The authors selected participants to include students with diverse grade point averages (GPAs), majors, and genders. All students were enrolled in a natural science course at the time of the study; the authors assumed that background in general biology, environmental science, or agriculture would link to an understanding of pollination systems, and/or specific knowledge of plants, insects, and conservation. A total of 16 participants, 10 females and 6 males, were interviewed. Additionally, interviewees were given a list of 5 pollinator conservation practices, asked to agree or disagree with each, and provide an explanation for their response. Three interviews were conducted with experts in the pollination field to validate the interview questions given to the postsecondary students. The data were analyzed for common themes.

The results of this study created a baseline of pollinator knowledge among participants. The authors found several areas where common misconceptions existed among participants. These included: failing to connect pollinators to the reproduction process of plants, failing to understand that pollination is important for plants other than flowers, and failing to identify a comprehensive or accurate list of organisms that are pollinators.

To create the framework, the authors identified 10 categories to represent the complex system of pollination. For each category, the researchers proposed scoring 3 levels of understanding sophistication: high (3), medium (2), and low (1). The levels of understanding were created by comparing interview data and using past research of pollinator system knowledge. A “Pollination Knowledge Score” was calculated by adding the score for the 10 categories; the maximum potential score was 30, and the minimum potential score was 10.

For each of the 10 categories, the authors identified general insights that characterize each level of understanding sophistication and provided examples from interview data. These 10 categories and associated insights form a guideline for measuring students' understanding of pollinator systems and conservation. The following are the 10 categories listed in the article with the insights the authors used to characterize the highest level of understanding sophistication (a score of 3).
1) Types of plants: Extensive knowledge of diverse plants that require pollination
2) Plant structures: Specific terminology and detail describing plant structures involved in pollination
3) Purpose of pollination for the plant: Successful reproduction at a population-scale, characterized by genetic diversity
4) Types of pollinators: Extensive knowledge of diverse insect and non-insect pollinators
5) Animal pollinator structures: Specific terminology and detail describing animal structures involved in pollination (incl. structures invisible to the naked human eye)
6) Purpose of pollination for the animal pollinator: System-level need for food, understanding that resulting pollination is unintentional from the animals' perspective
7) Pollinating insect survival needs and influencers: Extensive population-scale knowledge of pollinator survival needs, detailed description of specific needs
8) Relationship between humans and animal pollinators : Detailed multi-directional connections with numerous aspects of pollination system incl. large-scale food systems
9) Role of pollination in environmental systems: Impact on ecosystems (incl. wildlife and abiotic elements) and human food systems
10) Action-oriented conservation: Society-level practices to protect pollinators in addition to extensive individual and community practices

Due to the small sample size, the conclusions drawn about students' knowledge of pollination systems cannot be generalized to larger populations. Additionally, interviewees studied at the same university, 38% grew up in rural Nebraska, and 60% identified as being interested in nature. These characteristics may make this study group more aware of agricultural and conversation practices than other postsecondary students. The authors also acknowledged that the 10 categories may not capture all concepts relevant to pollination system knowledge.

This research can be used to inform pollination system curriculum by identifying and expanding on the most essential knowledge for students to grasp: the connection between pollinators and plants, how pollinators are important to the environment and to human survival, and how individual humans, communities, and society as a whole can act to better conserve pollinators. The common misconceptions identified in this study should be kept in mind by practitioners as potential areas of confusion for students learning about pollination and pollinator conversation.

The Bottom Line

<p>Educational programs have sought to stall the decline of pollinators, which are critical to ecosystems and food production. This study developed a framework to determine the degree to which individuals or groups understand the system of pollination and pollinator conservation and created a baseline of pollinator knowledge among postsecondary students. Through analyzing interview data from 16 Midwestern college student participants, the researchers identified 10 categories of pollinator system knowledge, as well as standards for level knowledge and provided insights and examples that demonstrate each level of understanding. The researchers recommend that educational programs emphasize specific conservation practices, especially in postsecondary education when students are increasingly making independent decisions that impact the health of pollinators.</p>

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