An Investigation of How Environmental Science Textbooks Link Human Environmental Impact to Ecology and Daily Life

Abstract

Pre-college and college-level environmental science textbook case studies were analyzed for how they portray the human-environment connection. It was found that daily life connections were frequently absent from human impact discussions and that almost all case studies described human impacts without linking them to their ecological underpinnings.

Connecting student to the ecology: content knowledge for conservation education in Indonesia

“…Based on Krebs [23], we proposed fourteen essential concepts and principles, namely population and community properties, biological interaction, keystone species and species with large impact, energy flows, biogeochemical cycle, conservation ecology, diversity index measurement, factors affecting distribution and abundance, the linkage between genetic diversity and population persistency, fragmentation and population size, diversity and community stability, carrying capacity, and ecological succession. These previously mentioned concepts and principles are complex concepts and principles according to the learning progression [24,25], accommodating value that deals with students' daily life, ecology, conservation, and environment in an articulation [16]. Hence, the SSP has been set to address the challenge of contextuality, expected learning outcome, Bloom's cognitive level, and also Piaget's mental development.…”

“…Front-end analysis aims to identify the substantial gap and causes that are useful in identifying appropriate content, learning model, media, evaluation instrument, and other particular need analysis. In the front-end analysis result, this research examined ecological knowledge performed by students by using our criteria and formative test that was developed based on Kallas et al, Paprotna, Wyner, Colley, and Boehnert [14][15][16][17][18], and the Indonesian standard of learning competencies in teaching and learning ecology from the Ministry of Education and Culture. According to Bloom's taxonomy, we then defined fourteen concepts and principles in ecology and conservation that we included as indicators for students' learning competencies achievement belonging to three cognitive orders for teaching and learning ecology in high school.…”

Storytelling as a Tool to Enhance Conceptual Knowledge in Cell Biology

“…1 ). We frame this approach as creating stories, building upon Vygotsky’s foundational theory of how people understand complex content ( 14 ), more recent work on the cognitive mechanisms by which students understand science through narratives ( 15 , 16 ), and the success of biology and mathematics textbooks that provide in-depth narrative stories across levels and with applications ( 17 , 18 ).…”

Representation of Science, Environment, Technology, and Society in Science Comics for Junior High School

“…The concept of science is closely related to events that occur in the daily lives of students (Sinatra, Heddy, & Lombardi, 2015;Sithole et al, 2017;Vieira & Tenreiro-Vieira, 2016). At present, students' daily lives are not far from technological developments, as well as various environmental issues (Lee, 2018;Takei, 2019;Wyner & DeSalle, 2020;Zimmerman & Weible, 2017). How students can play a role in society related to technological advances and nature conservation through the scientific concepts they learn.…”