Reading New Environments: Students’ ability to generalise their understanding between different ecosystems

Magntorn, Ola; Helldén, Gustav

doi:10.1080/09500690600708543

Cited by 45 publications

(25 citation statements)

References 35 publications

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“…This confirms earlier results (e.g. Redfors and Ryder, 2001;Magntorn and Helldén, 2007;Schönborn and Bögeholtz, 2009) that report on students struggling to use known explanatory models in explanations of new scenarios.…”

Section: Discussionsupporting

confidence: 81%

Students' ideas about the human body and their ability to transfer knowledge between related scenarios

Enochson¹,

Redfors²

2012

EJHBE

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Section: Discussionsupporting

confidence: 81%

Students' ideas about the human body and their ability to transfer knowledge between related scenarios

Enochson¹,

Redfors²

2012

EJHBE

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“…Once individuals know how ecosystems function, only then can they recognize that humans are part of and can affect ecosystem dynamics (Orr 1992;Roth 1990). In this regard, some scientists, as well as science educators, do not distinguish between the terms ecological literacy and environmental literacy and may even choose to combine the two terms into a new one, ecological thinking (Berkowitz 2007;Magntorn and Hellden 2007;Orr 1992; see Cutter-Mackenzie and Smith 2003 for expanded review).…”

Section: Ecological Literacymentioning

confidence: 97%

Writing to learn ecology: a study of three populations of college students

Balgopal

Wallace

Dahlberg

2012

Environmental Education Research

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Being an ecologically literate citizen involves making decisions that are based on ecological knowledge and accepting responsibility for personal actions. Using writing-to-learn activities in college science courses, we asked students to consider personal dilemmas that they or others might have in response to how human choices can impact coastal dead zones around the world. We explored how undergraduate students (42 biology and 47 elementary education majors at a 4-year college and eight Native studies majors at a tribal college in the United States) identified their ecological dilemmas after reading about aquatic hypoxia. About 30% of the 4-year college students's essays demonstrated a more ecologically literate understanding of hypoxia by the end of the study. The tribal college students improved their ecological literacy by 50%, albeit with a small sample size. Biology majors made more human-centered comments than the education majors. The Native American students often discussed trade-offs between quality of life and ecological consequences, and were classified as both human-centered and ecosystem-centered.

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“…Otras dificultades planteadas por Eilam (2002), tanto para el grupo control, como para el grupo experimental en los pretest realizados, coinciden con algunos de los resultados descritos por otros autores, así: las relaciones alimentarias presentan patrones unidireccionales o cíclicos entre depredadores y presas (Leach, Driver, Scott, & Wood-Robinson, 1991;Fernández & Casal, 1995;Soylu, 2006;Magntorn & Hellden 2007). Fernández & Casal (1995), encontraron que los niveles más ampliamente reconocidos por los estudiantes de secundaria son los herbívoros y los carnívoros.…”

Section: Estudios Desde La Perspectiva Del Cambio Conceptualunclassified

CONCEPCIONES DE LOS ESTUDIANTES DE EDUCACIÓN BÁSICA. Pàg 77-93

Rincón

2013

Bio

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RESUMENEn el campo de la ecología y en general en el área de ciencias naturales y educación ambiental, el concepto de ecosistema y conceptos relacionados con su dinámica como flujos de energía, ciclos de nutrientes, redes tróficas, interacciones, estabilidad y equilibrio y efecto de las perturbaciones sobre la dinámica del ecosistema son fundamentales; sin embargo en los estudios realizados acerca de las concepciones sobre la noción de ecosistema se han encontrado una serie de dificultades y concepciones erróneas respecto a este concepto, en diferentes niveles de escolaridad. El propósito de este trabajo es presentar una revisión documental sobre las concepciones que tienen los estudiantes de educación básica sobre ecosistema y las perspectivas de abordaje para el análisis de las mismas en estos estudios.Palabras claves: Concepciones, ecosistema, cognición causal, cambio conceptual, modelización, hipótesis de progresión. ABSTRACTIn ecology field and in general in Natural Science and Environmental Education area, the concept of ecosystem and other concepts related to its dynamics such as energy flows, nutrient cycles, food webs, interactions, stability and balance and effect of disturbances on ecosystem dynamics are fundamental. However, in conducted studies on conceptions of ecosystem, a series of difficulties and misconceptions about this concept were found at different levels of schooling. The objective of this study was to present a literature review about student's conceptions of ecosystem and the perspectives to analyze these ideas.Key words: conceptions, ecosystem concept, Causal cognition, conceptual change, modelization, progression hypothesis. LOS ESTUDIOS SOBRE LAS CONCEPCIONES ACERCA DEL ECOSISTEMALas investigaciones acerca de las concepciones sobre ecosistema se han abordado como se mostrará a continuación principalmente desde cuatro perspectivas: cognición causal, cambio conceptual, modelización e hipótesis de progresión. En esta revisión, se hará énfasis en las concepciones de los estudiantes de educación básica.

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Reading New Environments: Students’ ability to generalise their understanding between different ecosystems

Cited by 45 publications

References 35 publications

Students' ideas about the human body and their ability to transfer knowledge between related scenarios

Students' ideas about the human body and their ability to transfer knowledge between related scenarios

Writing to learn ecology: a study of three populations of college students

CONCEPCIONES DE LOS ESTUDIANTES DE EDUCACIÓN BÁSICA. Pàg 77-93

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