Strata of comprehending ecology: Looking through the prism of feeding relations

Abstract

AbstractThe present paper focuses on ninth graders' difficulties in learning ecology. Three dimensions, in addition to the macrolevel dimension, were identified as basic obstacles that might hinder students' meaningful learning of ecology: the microlevel dimension, relating to the molecular and micro processes of matter and energy transfer in ecosystems; the spatial dimension of ecosystems, regarding simultaneous occurrences in space and the multiple roles of their biotic elements; and the time dimension, relating to long‐term evolutionary forces acting in ecosystems. These four dimensions were examined in students' understanding of the concept of food chains in ecosystems. Four ninth grade classrooms participated in the study. Two of the classes studied ecology in the traditional mode and served as a control. Two classes were exposed to a novel, specifically designed learning context for ecology study, which integrated several elements known to influence learning, including a special curriculum to guide students' active involvement in a self‐regulated process of inquiry. A qualitative analysis of students' written responses and recorded verbal interactions was used, as well as simple quantitative methods. © 2002 Wiley Periodicals, Inc. Sci Ed 86:645–671, 2002; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10041