Knowledge of Nature and the Nature of Knowledge: Student natural history knowledge and the significance of birds

We studied the natural history knowledge (NHK) of students (18–19 years), considering salience nature expressed through names organisms, routes for transmission and acquisition potential specific taxa to represent a student's overall knowledge. report 2-year study NHK 149 UK-resident first-year biology surveyed by means free-listing exercise, facilitating assessment salience, prior participation in residential field course run University Oxford. Each year, anonymously completed questionnaire asking them name any five species each taxonomic groups (birds, trees, mammals, butterflies wildflowers) found wild British Isles, also stating if those named were native or introduced. Metadata collected on students' background sources (e.g. family, teachers, etc.). Of groups, birds best known students, while most poorly group. However, although asked at level, 94% could bird taxa, only 55.7% many giving folk generics such as ‘duck’ ‘seagull’ instead. For butterflies, 12.8% correctly species, 47% none. Family influences, self-motivation birds, rather than formal education, predicted students’ NHK. While urban/rural residency had small effect NHK, it strongly influenced relative importance other factors. Factor analysis showed that was represented birds. Furthermore, total well Asked their favourite bird, with family influence significantly more likely species. describe complex interplay between context, education developing salience; roles which we define ‘advocacy’. In urban advocacy teachers essential engage young people nature, this not so rural context. briefly consider implications our going forward. A free Plain Language Summary can be within Supporting Information article.