Stališča in znanje osnovnošolcev o volkovih na območju njihove stalne prisotnosti : magistrsko delo

Tomec, Katja (author), Tomažič, Iztok (mentor), Mihelič Oražem, Vesna (comentor)

Magistrsko delo raziskuje stališča in znanje osnovnošolcev o volkovih (Canis lupus) na območju Slovenije, kjer so bili volkovi skozi zgodovino ves čas prisotni. Volkovi so pogosto predmet polemik, saj predstavljajo tako pomemben del ekosistema kot tudi potencialni vir konfliktov – tako med različnimi socialnimi skupinami (na ravni politike, med prebivalci urbanih in ruralnih okolij ter med različnimi interesnimi skupinami, kot so zagovorniki živali in rejci) kot tudi na ravni odnosa med volkom in človekom (neposredne škode na pašnih živalih ter posredno poročanje o škodah). Cilj raziskave je bil ugotoviti, kako spol, razred šolanja, družinsko ozadje in količina znanja vplivajo na odnos učencev do volkov. V empiričnem delu magistrskega dela smo izvedli kvantitativno raziskavo z anketiranjem 175 učencev sedmih, osmih in devetih razredov iz osnovnih šol na območjih stalne prisotnosti volkov v Sloveniji. V raziskavo smo zajeli štiri osnovne šole. Podatke smo analizirali z deskriptivnimi statističnimi metodami, pri čemer smo se osredotočili na povezave med oblikovanjem stališč, poznavanjem biologije volkov in sociodemografskimi ter družinskimi dejavniki. Rezultati raziskave so pokazali, da se stališča osnovnošolcev o volkovih razlikujejo glede na spol, pri čemer so dekleta pokazala več strahu pred volkovi, a hkrati tudi večjo podporo varstvu vrste. Stališča osnovnošolcev do volkov se ne razlikujejo glede na razred, rejo pašnih živali ali prisotnost lovca v družini. Glede znanja pa smo ugotovili, da osnovnošolci bolje poznajo osnovno biologijo volkov, primanjkuje pa jim natančnih podatkov in poglobljenega razumevanja o ekologiji, razmnoževanju in osnovni biologiji volka. Rezultati kažejo, da se znanje ne razlikuje statistično pomembno glede na spol, razred, rejo pašnih živali in prisotnost lovca v družini. Osnovnošolci z več znanja o volkovih izražajo pozitivnejša stališča do te vrste. Ponovno se je izkazalo, da je vključevanje teh vsebin pomembno za oblikovanje objektivnejših in pozitivnejših stališč do teh plenilcev (Oražem idr., 2019). Naši rezultati nakazujejo potrebo po nadaljnjih raziskavah, ki bi preučile učinkovitost različnih izobraževalnih pristopov pri izboljšanju percepcije volkov med osnovnošolci.

• Language: Slovenian
• Keywords: Osnovnošolsko učenje in poučevanje, Biologija, lovec, pašne živali, soobstoj, stališča, velike zveri, volk (Canis lupus), znanje
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: K. Tomec
• Year: 2025
• Number of pages: 53 str.
• PID: 20.500.12556/RUL-170462
• UDC: 599.744.111.1(043.2)
• COBISS.SI-ID: 246618627
• Publication date in RUL: 06.07.2025

Secondary language

• Language: English
• Title: Attitudes and knowledge of primary school students about wolves in the area of their permanent presence

Abstract

The master's thesis explores the attitudes and knowledge of primary school students towards wolves (Canis lupus) in areas of their permanent presence in Slovenia. Wolves are often source of conflict, as they represent both an important part of the ecosystem and a potential source of conflict with the local population, particularly livestock breeders. The aim of the study was to determine how gender, school grade, family background, and the amount of knowledge influence students’ understanding and attitudes toward wolves. In the empirical part of the research, we conducted a quantitative study by surveying 175 students from the seventh, eighth, and ninth grades of primary schools located in areas of permanent wolf presence in Slovenia. The study included four primary schools. The collected data were analyzed using statistical methods, focusing on the relationships between attitude formation, knowledge of wolf biology, and socio-demographic and family factors. The results showed that primary school students’ attitudes toward wolves vary by gender, with girls exhibiting greater fear of wolves but also a stronger conservation-oriented attitude towards them. Attitudes do not significantly differ based on school grade, livestock farming, or the presence of a hunter in the family. Regarding knowledge, students demonstrated a good grasp of basic biology about wolves but lacked precise information and deeper understanding of their ecology, reproduction, and physical characteristics. The study revealed that knowledge does not statistically differ based on gender, school grade, livestock farming, or the presence of a hunter in the family. Students with a higher level of knowledge about wolves expressed more positive attitudes toward the species. These findings confirm the importance of educational content on wolf biology in primary schools, as knowledge contributes to the development of more objective and positive attitudes toward these predators (Oražem et al., 2019). Our results suggest a need for further research to examine the effectiveness of different educational approaches in improving the perception of wolves among primary school students.

• Keywords: hunter, livestock, coexistence, attitudes, large carnivores, wolf (Canis lupus), knowledge