Anyone for ecology?

Roberts, Ros

doi:10.1080/00219266.1997.9655570

Cited by 3 publications

(5 citation statements)

References 9 publications

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“…Environmental education has long been cited as a tool to promote pro‐environmental perceptions and conservation as there is evidence that environmental attitudes and beliefs can be changed through education (Boeve‐de Pauw et al, 2011 ; Wals, 2011 ). However, students often fail to make the connection between environmental problems and the science of ecology (Finn et al, 2002 ; Roberts, 1997 ). The concept of ecological literacy goes beyond environmental education, integrating the understanding of nature's interrelationships with how to take actions to improve environmental health.…”

Section: Introductionmentioning

confidence: 99%

“…In Teaching biology outside the classroom : Is it heading for extinction? , Barker et al ( 2005 ) goes so far as to state that “fieldwork is the authentic context for teaching ecology.” Beyond simple observational studies, some researchers believe ecological literacy may be further improved by an inquiry‐based approach, where students engage in a systematic process of evaluating scientific questions to support or reject hypotheses (Roberts, 1997 ; Zohar, 1998 ). Others caution that simple snapshot observational studies may not go far enough and advocate for manipulative experiments or long‐term field studies (Finn et al, 2002 ; Gibson et al, 1999 ).…”

Section: Introductionmentioning

confidence: 99%

“…However, students often fail to make the connection between environmental problems and the science of ecology (Finn et al, 2002;Roberts, 1997). The concept of ecological literacy goes beyond environmental education, integrating the understanding of nature's interrelationships with how to take actions to improve environmental health.…”

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confidence: 99%

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Leveraging remote learning during the Covid‐19 pandemic to enhance student understanding of biodiversity

Weilhoefer

Schmits

2022

Ecology and Evolution

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We evaluated whether individual nature‐based ecological (NBE) study used in tandem with group collaboration enhanced undergraduate student understanding of ecological concepts and pro‐environmental perceptions. In response to the Covid‐19 pandemic, we developed a multiweek unit on the latitude diversity gradient (LDG) for fully online instruction that leveraged the unique situation of students learning in disparate geographic locations. Student understanding of the LDG and pro‐environmental perceptions were assessed with surveys administered both pre‐ and post‐activity in an introductory‐level biology laboratory course. Student understanding of the geographic location where biodiversity is the highest was high prior to the start of the laboratory unit and exhibited only a small improvement after the unit. In contrast, students’ higher order thinking around the LDG was enhanced by the lab activity. Student environmental perceptions shifted toward ecocentric views and away from anthropocentric views after the laboratory unit. The greatest gains in ecological understanding and shifts toward ecocentric viewpoints occurred in the group of students who visited their field sites most often. Our results provide further evidence as to the value of NBE for the introductory biology laboratory, even in an online learning setting. The lab unit described in this study provides a potential approach to teaching ecology in an online format that could easily be adapted to fit the needs of a particular curriculum.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Leveraging remote learning during the Covid‐19 pandemic to enhance student understanding of biodiversity

Weilhoefer

Schmits

2022

Ecology and Evolution

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“…The recognised value of the inquiry-based approach and the central role of ecology in understanding important and contentious environmental issues (Roberts, 1997) suggests that ecological experimentation should be widespread in secondary school biology curricula. However, two major Australian secondary school biology texts lack any experimental work in ecology (Australian Academy of Science, 1992;Sanson and Pears, 1995), although some of their sampling exercises could be adapted to experimental approaches.…”

Section: Introductionmentioning

confidence: 99%

“…Without the integration of ecological experimentation into secondary education, students will have limited exposure to how ecologists actually practice their craft and may learn to perceive ecology as an essentially non-experimental science with little practical applicability. No doubt such a view would help explain why biology students often fail to grasp the connection between environmental issues and the science of ecology (Roberts, 1997).…”

Section: Introductionmentioning

confidence: 99%

Why does experimentation matter in teaching ecology?

Finn

Maxwell

Calver³

2002

Journal of Biological Education

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The inquiry-based approach is an important component of secondary school biology curricula. However, we found that common Australian texts included little coverage of controlled experimentation in ecological practical work. The logistical and ethical difficulties in designing suitable ecological practicals may be a factor in these observations, as well as a perception that investigations of the complex interrelationships in ecology require scientific approaches other than experimentation. We argue that because controlled experiments are used extensively by professional ecologists to solve both theoretical and applied problems, experimentation should be a key component of secondary school ecology curricula. We suggest five teaching principles to guide secondary school biology teachers in providing a more realistic view of the possibilities and limitations of ecological experimentation. We also review ways in which computer simulations and microcosm experiments can be used to overcome logistical and ethical problems and allow students to design and implement ecological experiments. Whether based in the classroom or the field, the use of experimental approaches in secondary school ecology curricula illustrates ecological concepts, reinforces principles of experimental design and highlights the value of the inquiry-based approach in biological education.

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“I Learned It through the Grapevine…”: Exploring Atypical Ecosystems in Schools as a New Out-of-School Learning Site

Albedyll

Fritsch²

2017

The American Biology Teacher

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Ecology may be seen as one of the main topics of biological education as it functions at the interface of several other aspects of biology. Although it may easily be conveyed through field trips and hands-on activities, it is taught theoretically most of the time and in traditional ecosystems like forests or lakes. For this study, new teaching material has been developed that demonstrates the exploration of more special or “atypical” ecosystems in biology classes. It combines working in a local vineyard with hands-on elements for school. By exploring a human-made ecosystem, which is different from those traditionally used, students gain content knowledge and get to know scientific methods. In our case study, students’ learning progress, motivation, and enjoyment of learning were measured. The results indicate that teaching at an out-of-school learning site as well as working with hands-on materials not only has a motivational effect but also increases enjoyment of learning. Furthermore, neglected ecosystems like vineyards serve as new and fitting examples for teaching ecological and plant-biological topics. The results indicate a significant learning gain for the participants. Thus, biology curricula should be broadened to include more and local plants and ecosystems.

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Anyone for ecology?

Cited by 3 publications

References 9 publications

Leveraging remote learning during the Covid‐19 pandemic to enhance student understanding of biodiversity

Leveraging remote learning during the Covid‐19 pandemic to enhance student understanding of biodiversity

Why does experimentation matter in teaching ecology?

“I Learned It through the Grapevine…”: Exploring Atypical Ecosystems in Schools as a New Out-of-School Learning Site

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