Skip Navigation

EcoEdDL

Home Browse Resources Submission Instructions About Help Advanced Search

Enhancing science teachers' understanding of ecosystem interactions with qualitative conceptual models

The project described in this article explores how a series of conceptual ecological models can be used to portray the improvement in ecological understanding over the span of a short course. The course involved high school teachers working collaboratively on ecological research projects. Teachers were asked to construct qualitative conceptual models (a diagram of important ecosystem components and the linkages between these components) and write explanatory essays at three points during their research experience. The progression in development of teachers’ models spanned initial intuitive explanation, with misconceptions, to the post-test elaboration of a more complex and accurate understanding of ecological phenomenon. These results illustrate shifts in teachers’ thinking and understanding. The models essentially provided them with a means to visualize their conceptions of ecosystem processes. Their understanding was further enhanced through collegial discussions. We present a series of models that support the restructuring of novice scientists’ ideas. Teachers and their students need the opportunity to engage in real world research, coupled with reflective use of qualitative modeling and ongoing collegial discussions, to be able to develop more appropriate reasoning about ecological concepts.
Associated files
Format
Resource Group TIEE
Resource Group Link https://ecoed.esa.org/index.php?P=SearchResults&F46=TIEE
Primary or BEN resource type
Discipline Specific Core Concepts
Life science discipline (subject)
Keywords Research experiences, qualitative conceptual modeling, reflective learning, professional development, high school ecology
Audience
Intended End User Role
Language
Educational Language
Pedagogical Use Category
Pedagogical Use Description Our results show that by using models metacognitively, teachers were able to
replace their prior ideas about ecology, especially their inappropriate and
overly simplistic understandings of causality, with newer and more accurate
perceptions acquired through their participation. Most teachers initially
described ecological processes either in very general concepts or by stringing
related ideas together inappropriately. The modeling exercises required them
to focus on specific relationships between elements of the ecosystem they were studying, which forced them to examine their thinking about the actual
ecological relationships they were observing. They had to think about what
they really knew about specific elements of the ecosystem they were studying
instead of merely stating an abstraction or general concept. The results
indicate that they were able to assimilate more accurate ecological
explanations into their thinking about ecological complexity.
Aggregation Level
Structure
Url http://tiee.esa.org/vol/v6/research/dresner/abstract.html
Full Name of Primary Author Marion Dresner
Primary Author Controlled Name
Primary Author Affiliation Portland State University
Primary Author email dresnem@pdx.edu
Monica.Elser@asu.ede
Added By Id
  • educationintern
Rights Rights reserved by author
License
Publisher
Review type
Drought and Water Ecosystem Services Collection Off
Conservation Targets Under Global Change Collection Off
Big Data Collection Off
Editors Choice No
Resource Status
Date Of Record Submission 2011-03-09
I Agree to EcoEdDL's Copyright Policy & Terms of Use No
Date Of Record Release 2011-03-09 12:14:07
Last Modified By Id
  • educationintern
Date Last Modified 2018-07-25 14:28:01
Release Flag Published

Resource Comments

(no comments available yet for this resource)