The Effectiveness of the Ecology-Disrupted Approach for Student Learning of Ecology, Human Impact, and the Nature of Science

• In Event: High School Biology: Investigations in Learning and Instruction

Abstract

This research investigates whether curricular units that link environmental issues to ecological principles through analysis of data from published research on the environmental impacts of everyday activities improve student learning of ecological principles, daily life, and the nature of scientific activity in the context of human impact. In the Spring 2010, six urban public high school teachers pilot-tested in their biology classrooms two case studies based upon data from published ecology research that link everyday activities to human impact. Students completed pre/post tests before and after module use. Results indicate that the modules are effective for increasing student learning of ecological principles, daily life, and the nature of science in the context of human impact.

Authors

• Yael Wyner, City College of New York - CUNY

• Janice Koch, Hofstra University