Teaching and learning approaches in ecology very often follow linear conceptions of ecosystems. Empirical studies with an ecological focus consistent with existing syllabi and focusing on cognitive achievement are scarce. Consequently, we concentrated on a classroom unit that offers learning materials and highlights the existing complexity rather than following linear conceptions. We developed an educational unit consisting of 14 individual lessons (”ecosystem lake”) with the aim of increasing pupils’ cognitive achievement in 8th and 9th grade secondary schools. To evaluate our approach, we chose a quasi-experimental design and five teachers with ten classes participated in our study. A matched-pair tandem-design was provided by five German teachers using first his/her conventional approach in one class (instruction-1; control group) and second, our modern ecological approach in their second class (instruction-2). Pupils subjected to the latter performed better, i.e., achieved higher scores, especially in the delayed post-test. Further, we found a teacher effect and an interaction between treatment (i.e., whether treatment or control class) and the teacher regarding the class test. Teachers had a significant influence on the learning outcome irrespective of the educational unit, i.e., some teachers generally produced higher achievement than others. Further, the interaction showed that some teachers coped better with their traditional teaching. Nevertheless, in retention (delayed post-test) all classes of the modern approach scored higher than the traditionally taught ones. Boys and girls benefited equally from our program and pupils from the modern approach rated the educational unit better. Figure 1 Overview over the educational unit “ecosystem lake”

In this article, the authors discuss the use of ecological concepts (ecology, boundary, niche) in educational research to understand if and how these concepts from one field of science (ecology) can bring a new understanding to another field of science (education). We have conducted a systematic search in the ERIC database to identify articles where key concepts from ecology, such as ecosystem, boundaries and niche, are used in educational research. An algorithm inspired by Rodger’s (2000) contextual model of concept analysis was used to examine how the concepts contribute to explore, explain or understand an educational system or an educational process. We find that the use of ecology-oriented concepts is related to a circular rather than a linear causality between actors and environment and between thoughts and actions. Thus, an ecological educational approach is characterised by wholeness, and emphasizes context as well as the complex interconnected mechanisms in educational proc...

Students’ misconceptions are the main obstacles for realizing ecological concepts, and getting a better understanding. In this perspective, in this investigation, common conceptions of students in regard to ecological phenomena especially about ecosystem concept and food web were demonstrated. The sample of the study was ninthgrade students (n= 165) and six biology teachers teaching in these students’ schools. Results of the study revealed that participating students had difficulty in constructing ecosystem and food web concepts which are at the heart of ecological concepts.

This study explored the efficacy of the 7E learning cycle model on students' achievement and retention ability in ecology. The study employed a quasi-experimental research design. A total of seventy-five (75) SSII biology students drawn from two purposively sampled schools in Education District V of Lagos state formed the sample of the study. Ecology Achievement Test (EAT) was used for data collection. An expert in test and measurement and a biology teacher validated the achievement test. The reliability coefficient of the EAT was determined to be 0.80 using the split-half reliability coefficient. One research question was raised and three hypotheses were tested at a 0.05 level of significance and data were analyzed using analysis of covariance (ANCOVA). The results revealed a significant main effect of the 7E learning cycle on students' achievement in ecology [F (1,72) = 0.00; p< .05), the study also revealed that there was a significant difference in students' retention ability [F (1,72) = 0.03; p< .05) in favour of the group taught using 7E learning cycle and there was no gender influence on the achievement of students taught using the 7E learning cycle. Based on the findings it was concluded that the 7E learning cycle model is a potent strategy that offers a glimmer of hope that the problem of underperformance in ecological concepts can be changed for the better. Therefore, it was recommended amongst others that the use of the 7E learning cycle as an instructional strategy should be explored by teachers to enhance meaningful learning of difficult concepts in biology.

This study would analyze the effectiveness of JAS learning with media education card of biodiversity on biology learning outcome of students at SMAN 1 Limbangan. This is a Quasi-Experimental study by Nonequivalent Control Group Design. The population in this study were six classes&#39; students of grade X in the odd semester of 2016/2017 academic year. The sample was taken by purposive sampling, X 5 and X 6 as experimental classes and X 2 as the control class. The results of the analysis showed the average of cognitive learning outcomes in experimental class is 85,42 with learning completeness of 91,89%, while the control class is 70.7 with learning completeness of 26.47%. Psychomotor learning outcome of experimental classes is 82,43. Affective learning outcome of the experimental class is 74,32. In general, teachers and students also responded very well to apply learning. This study concludes that the Natural Exploration Learning (Jelajah Alam sekitar / JAS, Indonesia) model with t...

• Inspiration for change for researchers teaching ecology at university. • Holistic scope and aims to present an overview of suggestions. • Ideas and suggestions based on several different teaching philosophies and methods. • Teach students how to think and act like a professional ecologist. a b s t r a c t How do you, as a university lecturer, change from teacher-centered teaching to a more student-centered, active teaching? This paper aims to inspire you to make a change, big or small, to increase your students' engagement and learning, by presenting suggestions on what you can do. The ideas and suggestions synthesized here are based on several different teaching philosophies and methods, which are well tested and shown to be effective in the right setting. The selection of suggestions is believed to be specifically suitable for ecology. The paper includes suggestions on how to plan a course or a lecture by setting a good learning environment. Both pre-lecture activities and during lecture activities are included, with a focus on activities to engage students and encourage increased discussion and reflections, as well as what to think about when choosing learning activities and how and why it is important to teach students to think and act like professionals in ecology. While changing teaching methods takes investment of time, time that is limited for many researchers, even small changes in your teaching can make big differences in learning, and the investment will hopefully pay back by making teaching more fun and rewarding. The suggestions presented are understandable without being be conversant in the 'education literature', but will provide you with a vocabulary of teaching activities that will be useful if you are inspired to find more information and learn more about teaching.