The wolf (Canis lupus) is the largest member of the dog family and the second largest predator in Slovenia. In the past, it was almost exterminated due to constant persecution and hunting, but today it is protected by numerous national and international regulations. In addition to the legislative framework and concrete solutions in the field, education is crucial for its conservation and protection, as it has a significant impact on the formation of positive attitudes, empathy and critical thinking.
In our master's thesis we wanted to examine the attitudes and knowledge of primary school pupils about wolves in areas where the species was not permanently present in the past, but it is now populating these areas due to natural expansion and protection. Due to populating and presence of wolves, this area is particularly interesting for researching the views and knowledge of the public about them. We included pupils from grades 6, 7, 8, and 9 in the study. We wanted to determine whether attitudes and knowledge about wolves differ according to gender, grade or age and domestic animal husbandry, and whether attitudes change with the amount of knowledge acquired. We obtained the data using a questionnaire and knowledge test.
We identified that pupils generally have poor knowledge about wolves, with the biggest problem being the biology of the wolf itself, including the anatomy of the species, communication, feeding, reproduction, etc. Pupils demonstrated better knowledge of wolf ecology, which includes the species interactions with other organisms, its habitat, its role in the ecosystem, etc. and its endangered status. As expected, differences in attitudes emerged based on knowledge. Those who achieved better results in the knowledge test are more supportive of wolf conservation and show less fear towards them. We did not find any significant differences in knowledge and attitudes between genders, but boys showed more knowledge and interest in wolves, while girls showed more fear towards them. Similarly, we did not find any significant differences in knowledge based on grade level. Ninth graders demonstrated the most knowledge about wolves, while eighth graders demonstrated the least. There were no significant differences in attitudes and knowledge about wolves between the group of primary pupils who keep livestock at home and the group who do not. Interestingly, pupils who come from livestock breeding farms showed slightly more interest in learning about wolves. This observation may indicate a greater personal connection to livestock farming and a sense of responsibility for coexisting with large animals. Further research could help to understand how personal experiences influence pupils’ attitudes toward wolves. The results can be used to develop and incorporate content about wolves into the school curriculum.
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