Bird Species Knowledge and Its Antecedents in US High School Students—A Case Study from Michigan

Abstract

Bird identification is a necessary skill for citizen science projects, and teaching and learning about species is essential to halt the decline in biodiversity. Here, we investigated bird species knowledge in a case study of Michigan high school students using an online survey. Participants were asked to identify 21 common species, covering a wide range of orders and families. On average, high school students achieved a correct identification score of 35%. The most well-known species were the American Robin, Blue Jay, Cardinal and Turkey Vulture. We found no difference between boys and girls, but identification scores declined with increasing age. Interest was an important predictor of identification knowledge, as were activities (field trips, outings) both in and out of class. Among species traits, high knowledge of a species was positively related to the number of eBird entries (as a proxy for year-round population size), body mass (heavier species were better known) and internet presence. We suggest expanding this study to other states, and we encourage educators and teachers to improve bird knowledge through birding field trips.

Keywords

• activities
• demographics
• education for sustainable development
• interest
• bird species traits