Effects of habitat fragmentation on the insect community of stinging nettle (Urtica dioica L.) were studied, using 32 natural nettle patches of different area and degree of isolation in an agricultural landscape. Habitat fragmentation reduced the species richness of Heteroptera, Auchenorrhyncha, and Coleoptera, and the abundance of populations. Habitat isolation and area reduction did not affect all insect species equally. Monophagous herbivores had a higher probability of absence from small patches than all (monophagous and polyphagous) herbivore species, and the percentage of monophagous herbivores increased with habitat area. Abundance and population variability of species were negatively correlated and could both be used as a predictor of the percentage of occupied habitats. Species richness of herbivores correlated (positively) with habitat area, while species richness of predators correlated (negatively) with habitat isolation. In logistic regressions, the probability of absence of monophagous herbivores from habitat patches could only be explained by habitat area (in 4 out of 10 species) and predator absence probability only by habitat isolation (in 3 out of 14 species). Presumably because of the instability of higher-trophic-level populations and dispersal limitation, predators were more affected by habitat isolation than herbivores, while they did not differ from herbivore populations with respect to abundance or variability. Thus increasing habitat connectivity in the agricultural landscape should primarily promote predator populations.

Training programmes for teachers should be established. Furthermore, a clear legal regulatory framework needs to be set up.

No abstract

Storytelling essentials are stories that direct attention, trigger emotions, and prompt understanding. Citizen science has recently promoted the narrative approach of storytelling as a means of engagement of people of all ages and backgrounds in scientific research processes. We seek understanding about the typology of storytelling in citizen science projects and explore to what extent the tool of storytelling can be conceptualized in the approach of citizen science. In a first step, we investigated the use and integration of storytelling in citizen science projects in the three European German-speaking countries. We conducted a low threshold content analysis of 209 projects listed on the German-speaking online platforms for citizen science projects “Bürger schaffen Wissen”, “Österreich forscht”, and “Schweiz forscht”. Two expert workshops with citizen science practitioners were held to validate and discuss the identified role of stories in the practice of citizen science. Our analysis revealed three major categories mirroring how stories are being integrated and applied in citizen science. The first category refers to projects, in which stories are the core research objective. The second category is characterized by the application of stories in different phases of the research project. The third category encompasses stories as agents being part of the communication and organization of the project. We illustrate the practical application of these categories by three representative case studies. By combining the functionality of the categories and abstracting the linkages between storytelling and citizen science, we derived a generalized model accounting for those linkages. In conclusion, we suggest that storytelling should be a prerequisite to enhance the competencies of the actors involved and to exchange knowledge at the interfaces of science and policy as well as science and society.

The objective of this naturalistic study was to explore, model and visualise the learning progress of 13-year-old students in the domain of evolution theory. Data were collected under actual classroom conditions and with a sample size of 107 learners, which followed a teaching unit on Darwin's theory of natural selection. Before and after the teaching sequence, the students wrote texts that explained an evolutionary phenomenon. Their explanations for evolutionary change were analysed and categorised into nine different patterns. Furthermore, we contrasted these explanation patterns with the corresponding scientific conceptions. This resulted in five conceptual frontiers, each of them marking one major learning task. The actual learning progress of the sample group was visualised as learning trajectories on a conceptual landscape. Our findings indicate that learning to explain evolution is a very individual process where the students depart from several distinct ideas and take different trajectories. The method of mapping a content-specific learning progress within a mental landscape may be advantageous for other domains of science teaching, too.