REVIJA ZA ELEMENTARNO IZOBRAŽEVANJE 
JOURNAL OF ELEMENTARY EDUCATION 
Vol. 14, No. 1, pp. 1–10, Marec 2021  
 
 
 
 
 FORGOTTEN NATURE? EXPERIENCES WITH AND 
KNOWLEDGE OF NATURE AMONG 
SCHOOLCHILDREN: A PILOT STUDY IN CENTRAL 
SWITZERLAND 
  
Potrjeno/Accepted  
17. 9. 2020 
 
Objavljeno/Published 
22. 3. 2021 
JÜRGEN KÜHNIS
1 
& DÉSIRÉE FAHRNI
1
 
 
 
1
Schwyz University of Teacher Education, Goldau, Schwyz 
 
 
CORRESPONDING AUTHOR/KORESPONDENČNI AVTOR 
juergen.kuehnis@phsz.ch 
 
 
 
 
 
Keywords: 
species knowledge, 
primary school children, 
Central Switzerland. 
 
 
 
Ključne besede: 
poznavanje vrst, 
osnovnošolci, osrednja 
Švica. 
 
UDK/UDC 
502.211:37.011.2-
053.5(494) 
Abstract/Izvleček This pilot study investigates the extent of familiarity among 
primary school children (6
th
 grades, n = 142, 55.6 % boys) with common local animal 
and plant species and whether this knowledge differs depending on selected context 
variables. As the analysis shows, nature is of great importance, and most children 
already have gathered some basic experience of nature. On average, they correctly 
identified 51.2 % of the animals and 36.2 % of the plants, but there were obvious gaps 
in their knowledge. The present results showed a clear connection between the 
knowledge of native animal and plant species depending on the child’s nationality, 
whether they have a garden at home and how their parents stimulate their interest in 
nature.  
Pozabljeno naravoslovje? Izkušnje in znanje iz naravoslovja pri šolarjih – 
Pilotna študija v osrednji Švici  
Pilotna študija proučuje, koliko današnji osnovnošolci (6. razred, n = 142, 55.6 % 
dečki) poznajo običajne lokalne rastlinske in živalske vrste ter ali se to znanje razlikuje 
glede na izbrane kontekstualne spremenljivke. Opisna analiza je pokazala, da je 
naravoslovje zelo pomembno in da je večina otrok že pridobila nekaj osnovnega 
naravoslovnega znanja. V povprečju so pravilno prepoznali 51.2 % živali in 36.2 % 
prikazanih rastlin, a v njihovem znanju so bile očitne vrzeli. Predstavljeni rezultati so 
pokazali jasno povezavo med poznavanjem domačih živalskih in rastlinskih vrst, in 
sicer glede na narodnost otroka, glede na to, če imajo doma vrt in če starši spodbujajo 
njihovo zanimanje za naravo.  
 
DOI https://doi.org/10.18690/rei.14.1.1-10.2021 
Besedilo / Text © 2020 Avtor(ji) / The Author(s) 
To delo je objavljeno pod licenco Creative Commons CC BY Priznanje avtorstva 4.0 Mednarodna. 
Uporabnikom je dovoljeno tako nekomercialno kot tudi komercialno reproduciranje, distribuiranje, 
dajanje v najem, javna priobčitev in predelava avtorskega dela, pod pogojem, da navedejo avtorja 
izvirnega dela. (https://creativecommons.org/licenses/by/4.0/). 
 

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REVIJA ZA ELEMENTARNO IZOBRAŽEVANJE 
JOURNAL OF ELEMENTARY EDUCATION 
 
 
Introduction 
 
Regular contact and experience with nature (i.e., the animate and inanimate outdoor 
environment and all its interactions, D-EDK, 2016) play a central role in providing 
a basic understanding of nature, developing a respectful relationship and perceiving 
oneself as part of nature (Kahn & Weiss, 2017; Leske & Bögeholz, 2008; Louv, 2005; 
Raith & Lude, 2014). Without a personal connection to nature and knowledge of 
plants, animals and their habitats, it is difficult to develop an understanding of 
biodiversity and its protection (Bebbington, 2005; Lindemann-Matthies, 2002 and 
2005). This importance is also emphasized in goal 15 of the 2030 Agenda for 
Sustainable Development (protection of terrestrial ecosystems): “The learner 
understands basic ecology with reference to local and global ecosystems, identifying 
local species and understanding the measure of biodiversity” (Rieckmann, 2018, p. 
72). 
However, several studies indicate that children today spend more time indoors than 
outdoors, and for many adolescents nature no longer seems to be a normal part of 
their environment (Louv, 2005; Tremblay et al., 2015; Waller et al., 2017). Because 
of this lack of closeness to nature, essential primary experiences essential for 
children’s development are threatened, while their knowledge of local animals and 
plants also seems to be very limited today (Balmford et al., 2002; Bebbington, 2005; 
Brämer et al., 2016; Lindemann-Matthies, 2002; Remmele & Lindemann-Matthies, 
2018). For example, in a study from Switzerland (n = 6725 school children, aged 8-
18 years), adolescents on average could name only five local plant and six animal 
species that they perceived on their way to school each day (Lindemann-Matthies, 
2002); moreover, in a recent study from Germany, the 5-11 year-old children (n = 
402) surveyed were able to identify only 17 % and 22 %, respectively, of the 24 plant 
and animal species presented (Remmele & Lindemann-Matthies, 2018). 
The child’s family seems to be the main source for building their experiences with, 
attitudes towards and knowledge about nature (Bögeholz, 1999; Meske, 2011; 
Remmele & Lindemann-Matthies, 2018). According to research results, proximity 
to or distance from nature and children’s play in nearby nature are essentially 
determined by their parents, their supervision, ethnicity, educational and income 
level and model behaviour (Hunt et al., 2016; Skar et al., 2016; Späker, 2016). 

J . K ü h n i s & D . F a h r n i :  F o r g o t t e n n a t u r e ? Experiences with and knowledge of nature among 
schoolchildren: A pilot study in Central Switzerland 
3 
 
 
This socio-economic context also includes residential areas and the associated 
accessibility of natural sites (Meske, 2011). Besides proximity to the nearest forest, 
there seems to be a positive relationship between the existence of a garden and 
children’s experiences with as well as their knowledge of nature (Pohl, 2006). 
For children to gain personal access to nature and develop an early awareness of the 
environment, educational institutions, alongside parents, play a central socialisation 
role, since all children can be reached at school. Regular experience of nature outside 
the classroom is also indispensable for the personal exploration of the surrounding 
nature intended in the current Swiss-German curriculum ‘general science and social 
studies’ (D-EDK, 2016) and the competence to recognise and categorise the 
biodiversity of plants and animals. Teacher education is of particular importance, 
since well-trained teachers are key players in this educational process (Kühnis, 2018; 
Lindemann-Matthies et al., 2017; Rieckmann, 2018; UNESCO, 2017). 
Despite the high relevance of the topic of this research (including for teacher 
education), only a few studies have been conducted in Switzerland to date 
(Lindemann-Matthies, 2002; Lindemann-Matthies et al., 2011). Within the 
framework of a research project planned in Central Switzerland, the subject area will 
t h e r e f o r e b e e x a m i n e d i n g r e a t e r d e p t h ( F i g u r e 1 ) a n d i n a s u p r a -regional 
comparison. The aim of the project is to answer the following key questions, which 
were observed at the first stage in this pilot study:  a) What personal connection do 
today’s schoolchildren have with nature? b) How familiar are pupils with common 
animals and plants in Switzerland? and c) What correlations exist between children’s 
relation to nature, their knowledge of species, and selected socio-demographic 
variables? 
In addition, a supplementary survey from the teacher’s point of view (containing 14 
questions) will examine how close to nature today’s school areas are designed, which 
natural spaces are available in the school environment, how these possible learning 
locations are actually used, or which reasons prevent teachers from using them.

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REVIJA ZA ELEMENTARNO IZOBRAŽEVANJE 
JOURNAL OF ELEMENTARY EDUCATION 
 
 
Methods 
 
Study design and sample 
T h i s p i l o t s t u d y w a s c a r r i e d o u t i n a d v a n c e o f a c r o s s -regional study (Figure 1) 
planned for 2021 and is intended to provide an up -to-date inventory in three cantons 
of Central Switzerland (Schwyz, Uri and Nidwalden). Based on the intended 
competences in the current Swiss-German curriculum ‘general science and social 
studies’ (D-EDK, 2016), the level of ambition of the survey instrument, and the fact 
that the end of primary school marks an important transition phase in our school 
system, the research field is limited to the 6
th
 primary level. This pilot study included 
n = 142 primary school children (55.6 % boys), aged 10-13 years (M = 11.9, SD = 
.72) from nine classes in the Canton of Schwyz. 
 
Data collection and analysis 
The prerequisite for carrying out this pilot study was approval from the cantonal 
authorities and the local school management. The parents were informed by the 
teachers. The data collection was conducted in June 2020 within a regular 45 min. 
lesson by using a student questionnaire and an additional questionnaire for teachers. 
Participation was voluntary and anonymous. The survey of the pupils and their class 
teachers was carried out according to a standardised procedure, under the leadership 
of a project member. After a short introduction, the children were guided through 
the questionnaire. The student questionnaire could be completed in approximately 
20 minutes; the teacher questionnaire in 10 minutes. The elaboration of the 
children’s questionnaire and the selection of variables were primarily based on 
German reference studies (Brämer et al., 2016; Pohl, 2006). The teachers’ 
questionnaire was developed on the basis of a study by WWF Switzerland (2015). 
The final version of the two instruments was preceded by a pretest from April to 
June 2019 with a sample of n = 104 children (52.9 % boys), aged 10-13 years (M = 
11.2, SD = .57) from six classes in the Cantons of Schwyz and Uri. 
The children’s questionnaire consisted of two parts. The first part contained 
questions on socio-demographic variables (i.e., gender, nationality and residential 
area), on the children’s general attitude to nature and their parents as a source of 
inspiration. 

J . K ü h n i s & D . F a h r n i : Forgotten nature? Experiences with and knowledge of nature among 
schoolchildren: A pilot study in Central Switzerland 
5 
 
 
In the second part,16 common animal and plant species (Table 1) were presented, 
using high-resolution colour photographs. Species selection included the following 
criteria: the animals and plants had to be common and widespread in Switzerland 
and to be found in or near settlements. In addition, these species are typical 
representatives of forest and meadow habitats, which are thematic aspects of the 
subject areas of the curriculum (D-EDK, 2016). The selection was based on national 
fauna and flora databases (www.cscf.ch; www.infoflora.ch) and reference studies 
(Lindemann-Matthies, 2002; Randler, 2006; Remmele & Lindemann-Matthies, 2018; 
SDW, 2009). 
 
Table 1: List of 16 plant and animal species that children had to identify 
Plant species Animal species 
Common name Scientific name Common name 
 
Scientific name 
Dandelion Taraxacum officinale Badger Meles meles 
Buttercup Ranunculus acris Mole Talpa europaea 
Daisy Bellis perennis Weasel Mustela erminea 
Maple Acer pseudoplatanus Toad Bufo bufo 
Oak Quercus robur Slow worm Anguis fragilis 
Birch Betula pendula Robin Erithacus rubecula 
Beech Fagus sylvatica Magpie Pica pica 
Hazel Corylus avellana Woodpecker Dendrocopos major 
 
Only the common names in the children’s own language (typical local folk names 
were permitted) were asked for and were considered as correct if the common name 
of an animal or a plant at the species or genus level was provided. The names could 
be written right next to the pictures, and each correct answer was given one point. 
With Cronbach’s α values of .75 (plants) and .80 (animals), the internal consistency 
of these two scales is satisfactory to good. All data collected were transferred to the 
SPSS statistics programme (version 24). For the description of results (significance 
level p < .05), only complete data were considered. Because the data on species 
knowledge were not normally distributed (based on graphic check as well as Shapiro-
Wilk-Test), the Mann-Whitney U-test was performed to check group differences.

6 
REVIJA ZA ELEMENTARNO IZOBRAŽEVANJE 
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Figure 1: Overview of central dimensions and variables of the study. 
 
Results 
 
As the results of the pilot study show, 81 % of the children regard nature as 
something important, and 62.7 also like to spend time in nature. 17.6 % are members 
of an organisation connected to nature (e. g. Scouts). In addition, the majority of 
children seem to have had some basic nature experience in their childhood: for 
example, 88.1 % have already held a beetle in their hands, 68.1 % have spent the 
night outside in a tent, 90.2 % have climbed a tree and 63.4 % have seen a fox or 
badger in nature. However, the knowledge of common native species is 
unsatisfactory. On average, children could only correctly name seven (43.7 %) out 
of a total of 16 animal and plant species, with a better knowledge of animals (M animals 
= 4.1+2.4) than plants (M plants = 2.9+2.1). In total, 54.9 % achieved less than 8 points 
and 7.7 % between 13 and16 points. Seven children (4.9 %) could not name a single 
animal and 17 children (12 %) a single plant. Among the animals, mole (Talpa 
europaea), badger (Meles meles) and woodpecker (Dendrocopos major) were most 
identified correctly (figure 2a); common dandelion (Taraxacum officinale), daisy (Bellis 
perennis) and oak (Querus robur) were the best-known plant species (Figure 2b). 

J . K ü h n i s & D . F a h r n i : F o r g o t t e n n a t u r e ? Experiences with and knowledge of nature among 
schoolchildren: A pilot study in Central Switzerland 
7 
 
 
Table 2: Analysis of children’s knowledge (n = 142) of common native species (mean+sd) 
 gender nationality own garden 
species 
knowledge 
boys girls Swiss foreigners yes no 
animals  
(8 species) 
4.0+2.5 4.1+2.2 5.0+2.0
***a
 2.1+1.8 4.8+2.1
***a
 2.2+1.8 
plants  
(8 species) 
2.8+2.1 3.1+2.1 3.7+1.3
***a
 1.3+1.2 3.6+2.1
***b
 1.4+1.3 
total  
(16 species) 
6.9+4.3 7.1+4.0 8.7+3.6
***a
 3.5+2.8 8.4+3.8
***a
 3.7+2.8 
Mann-Whitney-U-test: * p < .05, ** p < .01, *** p < .001 
Pearson’s correlation coefficient: 
a
 r ≥ .50, 
b
 r = .47 
 
          
Figure 2a/b: Proportion of children (n = 142), who correctly identified the species presented. 
 
No gender-specific differences were found, but Swiss children and children with a 
garden at home showed significantly better species identification than foreign 
children or children from families without a garden (Table 2). Moreover, parents 
seem to be an important stimulating factor: Regular joint nature excursions with 
parents were also positively associated with the children’s animal (p < .001, r = .40) 
and plant knowledge (p < .001, r = .38). In addition, children of parents who (from 
the child’s perspective) also teach them something about nature, have a better 
knowledge of animals (p < .001, r = .41) and plants (p < .001, r = .33) than children 
without such personal knowledge transfer. The children's familiarity with species 
was also better when they enjoyed watching nature programmes on TV or reading 
books, magazines etc. about nature in their free time. However, these effect sizes 
ranged between small to medium (r = .20 to r = .30). 
 

8 
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JOURNAL OF ELEMENTARY EDUCATION 
 
 
Discussion 
 
The data from the pilot study represents only the first interim findings, and more 
precise statements and interpretations of possible and practice-relevant group 
differences will be possible only after the final survey. At least they indicate a certain 
tendency. In line with reference studies (Balmford et al., 2002; Bebington, 2005; 
Lindemann-Matthies, 2002; Remmele & Lindemann-Matthies, 2018; Brämer et al., 
2016; Gerl et al., 2018), our initial results also show that schoolchildren in Central 
Switzerland partly show large gaps in their knowledge about the native fauna and 
f l o r a ( T a b l e 2 , F i g u r e 2 a / b ) . T h e s e g a p s s e e m t o b e m o r e a p p a r e n t i n t h e 
identification of common plants than in animal knowledge: On average, children 
correctly identified 51.2 % of the animals and 36.2 % of the plants. In accordance 
with other studies, mammals were better identified than other vertebrates and 
meadow plants better than trees (Huxham et al., 2006; Randler, 2006; Remmele & 
Lindemann-Matthies, 2018). This finding could be due to the general tendency that 
children are more interested in animals than in plants (Gebhard, 2001, Kögel et al., 
2000; Remmele & Lindemann-Matthies, 2018).   
Children’s familiarity with common animals and plants was positively related to their 
nationality, to having a garden at home as well as to being encouraged by their 
parents to take an interest in nature. In line with previous studies, the family 
environment seems to be a central source for building children’s experiences with, 
attitudes towards and knowledge about nature (Bögeholz, 1999; Hunt et al., 2016; 
Meske, 2011; Pohl, 2006; Remmele & Lindemann-Matthies, 2018). Based on these 
findings, it is also important in the context of biodiversity education to create an 
appropriate awareness among parents of their function as role models and sources 
of knowledge. Basic species knowledge is indispensable for the understanding of 
biodiversity (Bebbington, 2005; Lindemann-Matthies, 2002 and 2005; Remmele & 
Lindemann-Matthies, 2018). In addition to the family, school is another important 
setting, since here all children can be sensitised at an early stage in life to the 
importance and sustainable use of natural diversity (Kühnis, 2018; Rieckmann, 
2018). According to Lindemann-Matthies et al. 2017 (p. 32), “Familiarising pupils 
with local plants and animals through relevant experiences in school requires 
competent teachers.” 

J . K ü h n i s & D . F a h r n i : F o r g o t t e n n a t u r e ? Experiences with and knowledge of nature among 
schoolchildren: A pilot study in Central Switzerland 
9 
 
 
However, research shows that prospective teachers often seem to finish their studies 
without ever having come into contact with the topic of biodiversity and are also 
very poorly prepared to teach taxonomy (Lindemann-Matthies et al., 2011 and 2017). 
There is therefore an obvious need for action in both school and teacher training. 
The implementation of this pilot study went according to plan, and the 
questionnaires used proved to be very practical in terms of saving time and 
comprehensibility. Because the survey data is based on information provided by the 
children, certain distortions (social desirability) cannot be excluded. Moreover, the 
data available do not permit a conclusive assessment, and it remains to be seen what 
results the main study planned will produce in 2021. 
 
Conclusions 
 
A wide variety of contacts with nature constitutes a central condition for gaining 
emotional access to and basic knowledge of nature (Kahn & Weiss, 2017; Leske & 
Bögeholz, 2008; Louv, 2005; Raith & Lude, 2014). With the changing conditions of 
growing up in our dynamic, individualised and technologised society, children’s 
relationship to nature and their knowledge also seem to be changing. Preservation 
of global biodiversity is one of the most urgent tasks of our time, and the 
intensification of environmental education is considered a central measure. In this 
educational process, the parents and the school represent two crucial, 
complementary socialisation authorities. The research project planned should 
therefore not only provide basic information on schoolchildren in Central 
Switzerland, but also identify any potential need for action and derive 
recommendations. In addition to the global decline in biodiversity (WWF, 2018), it 
would be fatal if nature would also increasingly disappear from children’s minds. 
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Authors 
 
Kühnis Jürgen, Prof. Dr. Dr. 
The Schwyz University of Teacher Education, Zaystrasse 42, CH-6410 Goldau, Switzerland  
e-mail: juergen.kuehnis@phsz.ch 
Univerza za učitelje Švica, Zaystrasse 42, 6410 Goldau, Švica, e-pošta: 
juergen.kuehnis@phsz.ch 
 
Fahrni Désirée, MSc 
The Schwyz University of Teacher Education, Zaystrasse 42, CH-6410 Goldau, Switzerland  
e-mail: desiree.fahrni@phsz.ch 
Univerza za učitelje Švica, Zaystrasse 42, 6410 Goldau, Švica, e-pošta: 
desiree.fahrni@phsz.ch