Abstract
Problems associated with biology fieldwork and the teaching of ecology are outlined and it is suggested that a key to improvement in this area is the development of a more objective approach based on evaluation data indicating the effectiveness of fieldwork exercises. Lack of such data is considered to be contributing to educational inertia. An evaluation of concept elucidation by transect exercises is reported. One concept considered important in relation to zonation is not significantly elucidated. This is considered as a limitation of the transect as an educational exercise and is taken to illustrate the potential importance of evaluation work.
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