Bioecological representations and social characteristics of students influence their attitudes toward wild vertebrates.

Background: The origin of different human emotions directed towards animals (whether in the utilitarian, affective, conflictual, or cosmological context) is strongly influenced by sociocultural factors, although our genetic predispositions also play an important role in the origin of these emotions. Such emotions guide people's representations of different species, which in turn affect their attitudes toward them. For this reason, understanding the factors that guide such attitudes becomes a key element in making conservationist decisions.

What are the factors influencing the aversion of students towards reptiles?

Background: Reptiles form a paraphyletic group with significant roles for human society, including species that are considered important for food, medicinal and mystical use and as pets. Some species are considered to be aversive, whereas others are captivating among people. Aversion is an important factor which should be considered in the conservation policies of these animals.

Fauna and conservation in the context of formal education: a study of urban and rural students in the semi-arid region of Brazil.

Background: In addition to playing a key role in the dynamics of ecosystems, animal diversity, especially that of wild vertebrates, is intimately linked with human evolutionary history, which has resulted in diverse interactions that must be emphasized in formal education processes. We analyzed several methods of approaches used for biological education in order to teach about wild vertebrates and their conservation in urban and rural schools in the semi-arid region of Brazil.

Methods: Data were obtained via questionnaires applied to 990 students, of which 528 were urban and 462 rural, distributed among the seven grades/years that comprise the last two cycles of basic education in Brazil.

Wild vertebrates and their representation by urban/rural students in a region of northeast Brazil.

Background: Recognition of the diversity of living beings, including the classification and naming of species, is a fundamental condition for biological literacy with the aim of developing critical awareness of human relationships with nature, and for which formal education plays an important role. The present study aimed to analyze the representation that urban/rural students have for wild vertebrates and their main sources of knowledge.

Methods: Data collection took place in three public schools, one urban and two rural, in the municipality of Campina Grande, Paraíba, Brazil.