Why does experimentation matter in teaching ecology?

Abstract

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.

System thinking and feeding relations: learning with a live ecosystem model

“…The most frequently used models in ecology instruction are computerized models (Crawford et al 2005;Finn et al 2002) and, to a lesser extent, live models (Hmelo-Silver et al 2007). Both model types are time consuming.…”

Student‐oriented versus Teacher‐centred: The effect of learning at workstations about birds and bird flight on cognitive achievement and motivation

“…Whereas the content understanding focuses on the subject matter, the abilities include scientific skills like raising questions and hypotheses, designing and conducting experiments, explaining and reflecting the results (Bybee, 2000). These skills might be realised by self-conducted experiments (e.g., Finn, 2002;Wright, 1992). Beside scientific skills, laboratory activities may enhance social skills or key competences as well (for definition of 'laboratory activities' see above) (Hofstein & Lunetta, 1982;Lazarowitz & Tamir, 1994).…”

Track Model: A Proposal of an Interactive Exhibit to Learn Aerodynamics

“…Learning by inquiry is realized as well as students practice group-working: although the experiments could be done by one student, it is much easier and more favourable to accomplish the experiments in a team. Hence, students learn basic issues of scientific research and working (Finn et al, 2002). Overall, hands-on and experimentation could increase motivation and interest in a subject (Sturm & Bogner, 2008), and thus, add to the individual learning process (Black & Deci, 2000).…”