Abstract
AbstractFieldwork has always been an important component in the teaching of ecology in England's secondary schools where it has been delivered almost exclusively as part of the biology curriculum for nearly 70 years. However, historical evidence shows that both the quantity and quality of ecology fieldwork has been declining in recent decades at a time when the scope, complexity and interdisciplinarity of ecological science has been growing. This paper presents evidence of a continuing decline in ecology fieldwork over the past 15 years, discusses some possible causes and reviews solutions to reverse the trend. In particular, it argues that teaching scientific ecology through geography fieldwork could overcome several of the fundamental obstacles encountered in biology education. Trends in biology and geography fieldwork are compared. These show that the risks to ecology in forging a strong relationship, and increased dependency, with geography teaching are likely to be outweighed by reciprocal benefits.
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