Recontextualising biodiversity in school practice

Abstract

a Het drachtster lyceum, drachten, netherlands; b feudenthal institute for Science and Mathematics Education, utrecht university, utrecht, netherlands ABSTRACTThe finding that biodiversity is a concept with different context-specific meanings has implications for its conceptual development when students are required to apply it in a diversity of contexts. An approach that may overcome these implications is that students learn to recontextualise one meaning to another. Since no empirical studies were available when this study started, it was decided to conduct a design study to develop a learning and teaching strategy for recontextualising biodiversity. In this paper, the design of such a strategy is presented. Testing of the design in two classes in upper secondary biology education showed that it is largely practisable.

College Students’ Knowledge and Perspective Towards Biodiversity and its Conservation and Protection

“…Biodiversity is defined by studies and organizations as the variability among life forms on Earth (plants, animals, bacteria, and such) [3,4]. Another definition of biodiversity is provided in the study of van Weelie and Boersma (2018) considering biodiversity as a natural resource, as nature or environment, and as index of measurement summarizing it as variability in biological objects in space and time [5]. It has three levels or components -ecosystem, species, and genetic diversity [6].…”