F1000Research · 2026
Conservation Awareness as a Key Mediator Linking Affective Factors to Species Knowledge in Pre-Service Biology Teachers .
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Afian Tilal, Ibrohim Ibrohim, Rohman Fatchur
Аннотация
BACKGROUND: Species literacy is an important achievement in biodiversity education. The study analyzed the roles of affective dimension and conservation awareness in shaping species knowledge among prospective biology teacher students, using Lichmera indistincta limbata as a local species.
METHODS: This study employs a quantitative research approach using a survey design to examine the relationships among affective dimensions, conservation awareness, and species knowledge. Partial Least Squares-Structural Equation Modeling (PLS-SEM) is used to test conceptual models through the mediating role of conservation awareness. The research participants are prospective biology teachers registered in the S1 biology education study program in the provinces of West Nusa Tenggara and East Nusa Tenggara, Indonesia. A total of 137 respondents from eight public and private universities participated in this study. All items were measured using a five-point Likert scale. Data collection was done online through Google Forms. The affective domain consists of three constructs, namely attention and care, closeness and appreciation, and a sense of responsibility. The construct of species knowledge was developed based on a species literacy framework that focuses on understanding biological characteristics, ecological roles, and the relevance of species conservation in local contexts.
RESULTS: The results show that attention and concern have a significant effect on conservation awareness, which in turn contributes to species knowledge. Closeness and appreciation have a direct effect on species knowledge, while a sense of responsibility does not show a significant influence. In addition, conservation awareness has been shown to play a significant role as a mediator between concern and species knowledge.
CONCLUSIONS: This study highlights that conservation awareness is a key mechanism bridging the affective and cognitive dimensions of species literacy and is important to integrate into the education of prospective biology teachers in the context of local species.
METHODS: This study employs a quantitative research approach using a survey design to examine the relationships among affective dimensions, conservation awareness, and species knowledge. Partial Least Squares-Structural Equation Modeling (PLS-SEM) is used to test conceptual models through the mediating role of conservation awareness. The research participants are prospective biology teachers registered in the S1 biology education study program in the provinces of West Nusa Tenggara and East Nusa Tenggara, Indonesia. A total of 137 respondents from eight public and private universities participated in this study. All items were measured using a five-point Likert scale. Data collection was done online through Google Forms. The affective domain consists of three constructs, namely attention and care, closeness and appreciation, and a sense of responsibility. The construct of species knowledge was developed based on a species literacy framework that focuses on understanding biological characteristics, ecological roles, and the relevance of species conservation in local contexts.
RESULTS: The results show that attention and concern have a significant effect on conservation awareness, which in turn contributes to species knowledge. Closeness and appreciation have a direct effect on species knowledge, while a sense of responsibility does not show a significant influence. In addition, conservation awareness has been shown to play a significant role as a mediator between concern and species knowledge.
CONCLUSIONS: This study highlights that conservation awareness is a key mechanism bridging the affective and cognitive dimensions of species literacy and is important to integrate into the education of prospective biology teachers in the context of local species.