Curricula Influence College Student Knowledge and Attitudes Regarding Invasive Species

Abstract

<jats:p>Negative impacts from invasive species present a global problem. Consequently, invasive species biology has emerged as an important subdiscipline of conservation biology. One of the goals of invasive species biology is to educate the public about impacts and potential control of invasive species. The purpose of this study was to determine if a lecture, a lecture and laboratory learning model, or both influence college student learning gains and whether increase in knowledge results in changes in attitudes about invasive species. A pre- and posttest instrument that measured knowledge and attitudes of invasive species was administered to several different classes of students at a university and community college. One group of students received a lecture and laboratory curriculum between the pre- and posttest (the lecture and laboratory treatment group). A second group of students received a lecture between the pre- and posttest (the lecture-only treatment group) and a third group received no instruction between tests (the control group). The lecture was in the form of an electronic presentation, whereas the laboratory curriculum included a case study, a visual aid, and a scavenger hunt to educate students about examples of invasive plant and animal species. In all classes and groups, there were at least 2 weeks between administering the pre- and posttest. Results showed that the control group scores were not different between the pre- and posttest. However, both the lecture-only and the lecture and laboratory treatment groups had scores that changed after receiving the curricula. In addition, there was an effect of curricula on student learning for the three conditions. The differences between the group that received no curricula vs. the two that did indicated that the curricula were effective teaching interventions to help students become more educated about invasive species.</jats:p>

Unprepared to Deal with Invasion: Pre-Service Teachers’ Perception, Knowledge and Attitudes toward Invasive Species

“…In this sense, Waliczek et al [25] indicated the need to include this topic in educational curricula, with the aim of improving students' training. The same authors considered that this topic should pay special attention to IAS impacts and their control [59]. The present results, together with previous evidence (e.g., [39]), highlight the relevance of an appropriate education, either formal or informal, about IAS.…”

Biological invasions in brazilian environmental science courses: do we need new approaches?

“…The IAS instruction appears to be more effective in higher education than in high school since most students claimed to have learned about invasive species during undergraduate courses. Thus, we found that higher education can positively influence academics' knowledge and attitudes concerning IAS (Waliczek et al 2018). Although university students have more access to learning about the topic, this knowledge seems insufficient since most students do not consider themselves well informed about the subject, indicating shortcomings and flaws in the students' knowledge about IAS.…”

“…The use of alternative techniques and methodologies, such as lectures, practical classes, and case studies, can effectively improve teaching and learning and, consequently, reverse these deficiencies. Fox and Loope (2007) and Waliczek et al (2018) investigated the use of simple pedagogical techniques and methodologies, such as case studies, and found a significant increase in knowledge about invasive species, mainly by contextualizing the theme with the students' daily lives. In this way, developing well-planned curricular activities and targeting specific audiences allow better education results on IAS (Vanderhoeven et al 2011).…”

Invasive Plants with Native Lookalikes: How Mistaken Identities Can Lead to More Significant Plant Invasions and Delay Management

“…Crooks and Soule (1996) noted that many estimates of the time between initial introduction and population explosion are likely conservative due to an additional lag effect, which is our ability to detect the presence of a new invasive species. While there is a need to increase public awareness and knowledge of the presence and impact of invasive plants in general (Daab and Flint, 2010;Oxley et al, 2016;Waliczek et al, 2018), one aspect of invasive plant detection is distinguishing harmful invasive plants from native plants when they look alike. Instances may also arise where a newly emerging invasive plant is similar in appearance to an already naturalized invasive, which also may delay detection and response before the new invader becomes more widespread and or problematic.…”