Open Access

In an increasingly urbanized world, consequences for humans, animals, plants are often unknown. Fundamental changes in landscapes due to landscape fragmentation, intensified agriculture or biodiversity loss dramatically impact ecosystems and their functions. Humans increasingly shifted their lifestyle from outdoor activities towards indoors, which are facilitated and depend on mostly digital technologies that are discussed to increase the risk of nature alienation. On the other hand, these readily available digital technologies offer chances to connect with people worldwide. This connectivity offers manifold opportunities to share data and to recruit people looking for new entertaining and interesting experiences as cooperation partners for the scientific community in so-called citizen science approaches. In citizen science, non-scientists are integrated in the data gathering of scientists. Being part of scholarly research, the citizen scientists receive up-to-date information on the research topic, which fosters the learning of the scientific background and thereby ideally supports the general scientific literacy that might be little developed due to a lack of interaction with nature. Especially for children in an urban societal background, there are concerns of alienation from nature due a significant shift away from nature-based activity and recreation, when compared to past generations. However, even though direct contact with nature is nowadays often infrequent, a solid knowledge about nature is essential to understand the consequences of biodiversity loss, the limitation of natural resources and the need for a sustainable development. Theoretically, citizen science cooperation offers a unique opportunity to integrate the public in the scientific gain of knowledge, further explaining the nature of science and fostering an increased awareness for biodiversity conservation and sustainable development. Inspired by these challenges, I investigated in my dissertation seed predation, an important ecosystem function that has hardly been part of citizen science project. As seed predation has only rarely been investigated along urban-rural gradients and to integrate the question if the background (urban vs. rural) of primary school children affects their environmental knowledge, I selected study sites in and around Lüneburg and Hamburg, in Northern Germany. In my ecological experiments, I found that slugs are important seed predators that independently of urbanization predated about 30% of all seeds in the anthropogenically used landscapes investigated. Also, I could for the first time integrate primary school children in a citizen science approach into this research and show that even seven year old children can record data as reliable as a scientist. Finally, I investigated the native species knowledge from the children taking part as citizen scientists in my research, considering possible differences due to their urban or rural background. Contrary to my expectation, the urban or rural background had no significant effect on the species knowledge. However, my work provides a good foundation to transfer the approach of introducing a basic foundation of a taxonomical species concept in primary school to foster further understanding on biodiversity and ecosystem functions. In summary, my dissertation combined different disciplinary approaches showing synergies between the single disciplines to support strategies for a successful sustainable development in the spirit of an education for sustainability. I could highlight the great potential of inter- and transdisciplinary approaches combining natural research with scientific literacy in a citizen science project on a local scale, which may serve as a model for implementing citizen science projects in schools elsewhere. I highly recommend this successful approach for similar cooperation on larger scales to counter challenges of pressing societal problems. Even though each cooperation will has its own unique challenges, the synergetic advantages will likely outweigh the disadvantages. In this context, there should be more emphasis on the education for sustainable development, not only in schools but other educational institutions like universities, to face the global urbanization with its manifold challenges and opportunities.