High school students' knowledge of endangered fauna in the Brazilian Cerrado: A cross-species and spatial analysis.

The ability of high school students to know endangered species can vary among species (e.g., large body size can influence people's interest) or among municipalities (e.g., more contact with biodiversity can influence people's interest). Thus, in the present paper, we evaluated high school students' knowledge about the endangered and non-endangered mammalian species of the Brazilian Cerrado. We tested whether the recognition of the endangered and non-endangered species varied in a cross-species analysis (twelve total species) according to species characteristics, such as body size, popularity, endangered status and the length of time of inclusion on the endangered species list. Moreover, we tested whether the recognition of the endangered mammal species varied between municipalities (spatial analysis). We interviewed 366 students in their first year of high school in 21 schools (one in each municipality). Our results indicated that the proportion of correctly identified endangered species varied according to species (cross-species). The endangered species that were most often correctly identified were Myrmecophaga tridactyla (known by its popular name, Tamanduá-bandeira, in Brazil), Priodontes maximus (Tatu canastra) and Panthera onca (onça-pintada), with more than 80% correct answers. Thus, students tended to recognize the more popular species and the endangered species more than the non-endangered species. The analysis of student knowledge according to municipality demonstrated that the students' ability to recognize endangered species followed a spatial pattern. Finally, the cross-species and spatial variation patterns detected in the present study indicated the importance of formal education in increasing high school students' knowledge about endangered species and suggested that education should also promote less well-known species, species with smaller body sizes, and other groups of vertebrates and invertebrates and consider local and regional biodiversity whenever possible.