Ecology Course Research Articles

From science class to studio: supporting transformative sustainability learning among future designers

Purpose This study aims to describe the role of design thinking in achievement of transformative sustainability learning outcomes among undergraduate art and design students to support future curricular design efforts and thereby train sustainability minded future designers. Design/methodology/approach Baseline and culminating sustainability concept mapping assessments and reflective surveys were administered to 70 students enrolled in a general ecology and design-centric Ecology for Architects course. Correlation and regression analyses compared samples and case studies, further elucidated patterns of variation relating to the complexity and breadth of students’ sustainability knowledge and transformative potential. Findings Students in the design-centric course performed better on transformative sustainability indicator metrics than those enrolled in the General Ecology course, driven by improvement in design applications. Complexity of sustainability knowledge improved more among the general ecology students but was accompanied by declines in transformative indicators. Increasing foundational sustainability knowledge is unlikely, on its own, to support transformative learning. Survey responses indicated students were, however, motivated to apply what they learned to their design work, with the most significant improvement in transformative indicators seen in students enrolled in the design-centric course. Originality/value This study focuses on a population of students often marginalized in STEM education and provides a unique perspective on the value of design-centric general education courses in a population of students accustomed to design thinking pedagogies.

Examining How Student Identities Interact with an Immersive Field Ecology Course and its Implications for Graduate School Education.

One of the central issues in ecology is the underrepresentation of individuals from diverse backgrounds. This underrepresentation starts at the undergraduate level and continues into graduate programs, contributing to a need for more diversity in the discipline. We hypothesize that the interplay of students' identities and contextual factors influence how students perceive their sense of belonging in a field-based discipline. We present findings from a 2-yr evaluation of a pregraduate school field program, FIRED UP (Field-Intensive Research Emphasizing Diversity UP in the alpine), where students interacted with a curriculum focused on building field skills and cohort bonding. Students provided feedback through surveys and interviews conducted at various phases throughout the program. Using the Phenomenological Variant Ecological Systems Theory, we present our interview results in three cases describing differing student outcomes regarding belonging which allows us to give voice and weight to students with more critical and constructive perspectives. Thus, the results of this study can be used to critically examine field-based educational program design to maximize the ability of programs to respond to diverse student needs. The broader implications of this work address how to approach pregraduate school training and cohort building that supports students marginalized in science, technology, engineering and mathematics (STEM) disciplines as they enter graduate school.

Exploring the Cultivation of Undergraduate English Literature Comprehension Skills: A Reform Practice in Ecology Course

In an effort to enhance the English literature comprehension skills of undergraduate students, this study delves into the integration of ecologic course curriculum as a means for fostering effective reading strategies. By examining the current challenges faced by students in navigating the complex landscape of academic literature, the research underscores the significance of equipping them with the necessary tools to engage in scholarly discourse.Drawing upon previous studies that highlight the importance of active learning and contextual understanding in enhancing reading comprehension, the study proposes an innovative teaching approach. This approach is centered on a reform in the ecologic course design, incorporating elements that foster critical thinking, collaborative learning, and the application of knowledge in real-world scenarios. By integrating activities such as group discussions, case studies, and peer-reviewed assignments, the curriculum aims to create an immersive learning environment that mirrors the demands of scholarly literature.The methodology employed in this study involved a mixed-methods approach, incorporating quantitative data from pre- and post-assessments and qualitative feedback through interviews and focus groups. This comprehensive evaluation allowed for the assessment of students' progress in their reading comprehension skills, as well as their perceptions of the reform's effectiveness.Results from the study revealed a significant improvement in students' ability to comprehend and analyze English academic texts. They demonstrated enhanced critical thinking skills, better understanding of disciplinary jargon, and increased confidence in engaging with scholarly literature. Moreover, the students' positive feedback indicated that the reform promoted not only academic growth but also a deeper appreciation for the subject matter.In light of these findings, the study concludes that integrating a reading-focused approach within the ecologic course curriculum is a promising strategy for fostering English literature comprehension skills among undergraduate students. Future directions suggest the need for further exploration into the scalability of this approach across different disciplines and institutions, as well as the potential for incorporating digital tools and resources to augment the learning experience. By nurturing a strong foundation in reading comprehension, higher education institutions can better prepare their students for the rigors of academic research and contribute to the cultivation of a globally competitive workforce.

Ten Simple Rules for Incorporating the UN Sustainable Development Goals (SDGs) into Environmental and Natural Science Courses

In 2015, the United Nations (UN) established 17 Sustainable Development Goals (SDGs) to combat poverty, inequality, and climate change. Recently, integrating these goals into higher education curricula has emerged as essential for fostering positive environmental and civic engagement. Challenges persist, particularly the prioritization of social and economic concerns over eco-centered principles and ecopedagogy. Education must emphasize the politics of environmental issues, advocating sustainable practices that benefit both humans and nonhuman species. This article proposes ten simple rules for incorporating the SDGs into undergraduate courses in ecology, evolution, and environmental science. We conducted a literature review, analyzing 940 publications from 2014 to 2024 using ISI Web of Science and Google Scholar. We focused on fields like Green Sustainable Science and Technology and Environmental Education to identify the best practices for integrating SDGs. Our findings link pedagogical successes to the SDGs, facilitating effective educational strategies. For practical sustainability education, students must grasp the interplay between the environment and societal elements such as diversity, justice, and resilience. Connecting course topics to the SDGs offers a powerful framework for teaching undergraduates about complex environmental challenges. Our research highlights a novel approach to embedding SDGs in environmental education, promoting critical thinking and literacy across various settings.

Perceived Convenience, Social Influence and Household Waste Sorting Behavior of Young Residents: An Empirical Study From a Developing Country

Waste management remains a challenge, especially for developing countries and effective waste separation plays a critical role of reduction in the amount of waste to ensure sustainable development goals. Aiming to investigate the waste sorting behavior of young residents in the second most populous city such as Hanoi, hosting numerous universities and colleges in Vietnam, we conducted an online survey with students from 10 universities in Hanoi via online platform and a sample size of 331 valid responses have been collected. Since we wish to provide insights into young residents’ awareness, knowledge, and behavior about environmental protection and waste separation, the convenience sampling method is employed. The result suggests that five influential factors positively affect young residents’ sorting behavior among which environmental attitude and perceived convenience have a greater impact on young residents’ sorting behavior. The underlying reasons are then discussed to provide policy implications which include environmental science courses as well as regulations on waste sorting at source.

3R-Based Teaching Module for Biology Education Students: A Research Development

The teaching modules are structured learning packages that encompass lesson unit concepts, designed to align with the semester learning plan (RPS), and aimed at achieving specific competency standards. This study explores the application of a 3R-Based Teaching Module for Biology Education through a validation process. The research follows a Research and Development (RD) methodology, utilizing the ADDIE model, which includes three stages: Analysis, Design, and Development. The study was conducted in the Biology Education programs of Riau Islamic University, Muhammadiyah University, and Lancang Kuning University from July to December 2023. The sample included 15 third-semester students as respondents, along with three experts—specialists in material, learning, and media—selected through purposive sampling techniques. These students had previously completed Environmental Science courses at the three universities. Validation data were collected using questionnaires distributed via Google Forms to both student respondents and expert validators. The validation results revealed high validity scores from media experts (94.44), learning experts (96.59), and material experts (100), with an overall validation score of 96.67. Student readability was also rated highly at 91.16. Based on these results, the 3R-Based Teaching Module was deemed valid and practical for use in biology education programs.

Is everything everywhere? A hands-on activity to engage undergraduates with key concepts in quantitative microbial biogeography.

The ubiquity and ease with which microbial cells disperse over space is a key concept in microbiology, especially in microbial ecology. The phenomenon prompted Baas Becking's famous "everything is everywhere" statement that now acts as the null hypothesis in studies that test the dispersal limitation of microbial taxa. Despite covering the content in lectures, exam performance indicated that the concepts of dispersal and biogeography challenged undergraduate students in an upper-level Microbial Ecology course. Therefore, we iteratively designed a hands-on classroom activity to supplement the lecture content and reinforce fundamental microbial dispersal and biogeography concepts while also building quantitative reasoning and teamwork skills. In a class period soon after the lecture, the students formed three-to-five-person teams to engage in the activity, which included a hands-on dispersal simulation and worksheet to guide discussion. The simulation involved stepwise neutral immigration or emigration and then environmental selection on a random community of microbial taxa represented by craft poms. The students recorded the results at each step as microbial community data. A field guide was provided to identify the taxonomy based on the pom phenotype and a reference to each taxon's preferred environmental niches. The worksheet guided a reflection of student observations during the simulation. It also sharpened quantitative thinking by prompting the students to summarize and visualize their and other teams' microbial community data and then to compare the observed community distributions to the idealized expectation given only selection without dispersal. We found that the activity improved student performance on exam questions and general student satisfaction and comfort with the biogeography concepts. Activity instructions and a list of needed materials are included for instructors to reproduce for their classrooms.

Exponential growth model of weevil populations: a didactic experiment for undergraduate course of Population Ecology

Exponential model for population growth (exponential model) is a foundation to evaluate population dynamics in Population Ecology field. Here, we used a didactic experiment to teach exponential model for an undergraduate course of Population Ecology. We built nine populations of weevils with three different initial population sizes: eight, 16, and 32 individuals with three replicates each. We provided equal food resource availability, and counted their population sizes weekly for 12 weeks. We estimated the intrinsic growth rate (i.e., r parameter), by trials and errors with an exponential model build in an Excel spreadsheet. The population growth rate (i.e., dN/dt parameter) was estimated using r values. Replicates with eight and 16 individuals reached the highest values of r and dN/dt, while replicates with 32 individuals reached the lowest values. Beyond of exponential model, two density dependency issues acting in populations were observed. First, in the lowest initial population sizes we observed the effect of demographic stochasticity acting in both r and dN/dt in one of the three populations. Second, we observed the intraspecific competition reducing r values in largest initial populations. Therefore, we highlight the importance of didactic experiment into learning exponential model in Population Ecology course, both for teaching and learning practices.

Project for recycle bubble wrap, used plastic and patchwork into sitting pillows: Environmental education efforts

Waste, a byproduct of human activity, can cause environmental pollution if released without proper processing. It can accumulate in piles, disturbing natural beauty and emitting unpleasant odors. The aim of this research is to from the students to care about the environment by learning with the Bubble Wrap Recycling Project, Used Plastic and Patchwork. The method of this project is a structured experiment. Common waste includes bubble wrap, plastic, and rags from the convection industry. A student project in an environmental science course involved recycling these materials into sitting pillows. Three variants were tested: 10% bubble wrap, 10% plastic waste, 80% patchwork, 15% bubble wrap, 15% plastic waste, 70% rags, and 20% bubble wrap, 20% plastic waste, 60% rags. The pillow's comfort was measured using a Linkert scale of 1-5. The results showed that the pillow measures 40cm. Recycling is a way to promote environmental care and awareness. Cooperation from educational agents, such as supervisors, leaders, and lecturers, is needed to increase students' environmental awareness. This includes examples of good environmental actions in daily routines, such as disposing of waste and implementing 3R practices.

Development of Android-Based E-books Using Sigil 0.9.13 in Animal Ecology Courses for Biology Students

The purpose of this research is to produce an android based ebook in Animal Ecology courses that is valid, practical and effective. This research is research and development using the Plomp model. The results of the validation assessment by the validator of the android-based e-book in the Animal Ecology course showed an average value of 82.33% (very valid). The results of the practicality assessment by lecturers of the Animal Ecology course showed an average value of 81.5% (very practical) and student assessment results obtained an average value of 91.64% (very practical). The results of the effectiveness test of Android-based e-books show that Android-based e-books are very effective. Thus, it can be concluded that the developed Android-based e-book is very valid, very practical, and very effective.

Field ecology: Atlantic Forest Biome, coastal and marine environments

In this compilation, you will find the activities, ecological studies and experiences during the Field Ecology course, offered annually by the Graduate Program in Ecology and Environmental Monitoring (PPGEMA, UFPB, Brazil). The course took place from August 14 to 25, 2023 and PPGEMA students had the opportunity to gain a practical understanding of the development of research projects related to the different organisms belonging to the fauna and flora of the Atlantic Forest, Coral Reef and Mangrove Biome in the state of Paraíba. The activities were conceived and carried out with the guidance of PPGEMA professors and post-doctoral students, as well as the contributions of guest professors. We hope that this book will inspire all those who are interested in understanding how ecosystems work and the importance of maintaining our natural resources. May this work also stimulate the reader's curiosity and help them understand the importance of ecology as a science. And that it raises awareness of how fundamental it is to understand our resources, so that they can be preserved for future generations.

Undergraduate Students’ Confidence in Scientific Activity and Support Systems Based on Diversity in an Environmental Science Course

Undergraduate student support systems and individual confidence in science courses have been linked to better academic performance among college students. As the topics of diversity and inclusion continue to draw the attention of the collegiate, the problem of equity surrounding supportive learning environments for all races in higher education comes into focus. This paper adds to the literature by highlighting the importance of adequate support for students in collegiate settings. Disparities in student support and confidence with scientific activities among students of color (SOC) and white students in an undergraduate environmental science course had been evaluated. Students (n = 235) were asked to complete a Qualtrics survey containing questions focused on evaluating support from parents, siblings, close relatives, friends, peers, classmates, and professors and confidence regarding self-efficacy in learning and doing scientific activities. The perceived support and confidence in scientific activities in white students and SOC were measured using an independent T-test. The findings demonstrated that white students may have had access to stronger support systems and had higher perceived confidence levels in completing scientific activities based on survey responses. On average, white students had greater perceived support and more confidence. As a result, higher dropout rates, lower performance overall, and alienation of these students in higher education environments could occur. If this trend continues, racial discrepancies suggest that students of color need stronger support networks related to scientific activities in higher education settings. KEYWORDS: Student Support; Student Scientific Confidence; STEM Confidence; Students of Color; Academic Support; Undergraduate Student; Family Support; Student Peers

Studi Bioekologi Betta fusca di Labuhanbatu Raya Sebagai Bahan Ajar untuk Mata Kuliah Ekologi Hewan

This research aims to determine the bioecological aspects of Betta fusca as teaching material for the Ecology Course. The research method used is an exploratory method. The research results showed that the length-weight relationship of Betta fusca fish showed negative allometric results, which means that the increase in length of the fish was not proportional to the increase in weight. The male to female sex ratio was found to be 1:2, indicating the predominance of females over males in the observed population. The physical and chemical parameters of the water observed showed variations, but everything was still in optimum conditions to support the life of Betta fusca. The conclusion of this research is that the bioecological conditions of Betta fusca in Labuhanbatu Raya Regency still support the sustainability of the population of this species. Keywords: Betta fusca, Bioecology, Animal Ecology

Addressing ecoparalysis: a community-engaged unit enhances undergraduate student environmental value and problem-solving self-efficacy

Undergraduates often express that they feel powerless to help solve important challenges such as climate change and environmental degradation, consistent with the broader phenomena of ecoparalysis. Viewed through value-expectancy frameworks for motivation, value for an outcome and self-efficacy to achieve it lead to goals, which motivate engagement. This study evaluates the impact of a community-engaged course unit, versus a unit without a community-engaged component, in a general-education university environmental science course in the United States on student expressions of environmental value, self-efficacy, and goals. Qualitative analysis of written reflections reveals enhancements in students’ pro-environmental values, environmental problem-solving self-efficacy, and environmentally-related goals. Paired quantitative analysis comparing code frequencies in reflections (n = 37) show statistically significant enhancements in environmental value (p = .00013, Cohen’s d = 0.930) and self-efficacy (p = .00082, d = 0.807). These outcomes suggest community-engaged coursework can help reduce students’ ecoparalysis and motivate them to engage in pro-environmental action beyond the bounds of the course.

Improving Creative Thinking Skills In Marine Ecology In Developing Bioentrepreneurship

This research aims to determine the improvement of creative thinking skills in marine ecology in developing bioentrepreneurship towards sustainable development in prospective biology teacher students. The material in this research is plankton, especially the cultivation of Spirulina sp in the laboratory. The research method used was quasi-experimental with a one-group pretest posttest design. The research sample consisted of 27 students who took a marine ecology course in semester 5 at Central Kalimantan University. The test instruments were multiple choice (PG) reasoned and plankton material description test questions. The research results show that each indicator of creative thinking skills, namely flexibility, originality, and elaboration, is significantly different (p = 0.000). The research results show that plankton material towards sustainable development can improve creative thinking skills in prospective biology teacher students. The contribution of this research can have implications for sustainable development goals point 4, namely quality education, and point 14, namely life underwater.

Development Handout about Bambusa vulgaris Population Structure in the Lake Sari Embun Region, Kalimantan Selatan as Supporting the Plant Ecology Course Material

Learning activities can not be separated from the involvement of teaching materials, the use of teaching materials is one effort to create meaningful and quality learning. The students' environment and the surrounding area are rich in local potential, especially the diversity of animal and plant species. This potential can be used as an alternative to support the learning process. Plant population structure is the composition of plant populations that exist in a place. The Yellow Bamboo Plant has the potential to be a source of learning, so the results of the population structure study were made in the form of a locally based handout. The aim of this research is to determine the population structure of Yellow Bamboo (Bambusa vulgaris) in the Danau Sari Embun area, Tanah Laut Regency and to determine the suitability of Bambusa vulgaris population structure handout in the Danau Sari Embun area, Tanah Laut Regency as supporting material for Plant Ecology courses . The method used is the research and development method of the 5 phase Plomp model. The research results show that the population structure of Bambusa vulgaris in the Danau Sari Embun area shows that the Bambusa vulgaris population is in critical condition. The handout regarding the population structure of Bambusa vulgaris was declared very valid, while the readability test by students obtained very good criteria. It can be concluded that the Handout regarding the population structure of Bambusa vulgaris is worthy of being used as teaching material.

Basic Needs of Students in Ecology Courses: Main Factor Analysis

Basic Needs of Students in Ecology Courses: Main Factor Analysis

Development of a Popular Scientific Book about Sungkai Population Structure (Peronema canescens Jack.)

Science always follows changing times that have an impact on everyday life, including in the field of education. Therefore, education must be carried out effectively in order to create quality education and improve the quality of human resources. A quality education process requires the support of learning media. Based on the results of observations in the Plant Ecology course, the use of learning media is still lacking so students find it difficult to understand material about population structure. Popular Scientific Books (PSB) are a form of learning media that can be developed to solve existing problems. This research aims to determine the feasibility of a PSB regarding the population structure of Sungkai (Peronema canescens Jack.) in the Danau Sari Embun area, Tanah Laut Regency. The method used is the research and development method of the 5 phase PLOM model. The results of this research are based on the validity test of learning media which is in the very valid category and in the readability test the students received very good criteria. So it can be concluded that the learning media Popular Scientific Books can be used as a learning media.

Pengembangan Handout tentang Identifikasi Ektoparasit pada Kelelawar pada Mata Kuliah Ekologi Hewan

Learning handouts are printed teaching materials that contain important points of the material that will be presented or taught by students. This research aims to develop a handout on identifying ectoparasites in bats in animal ecology courses. The type of research used is development research using the 4D model approach (Define, Design, Develop, and Disseminate) which in Indonesian has been adapted into the 4P model (Definition, Design, Development, and Dissemination). However, in this development research, the researcher only reached the 3P stage (Definition, Design, and Development) which was validated by three expert validators (material or content expert, display expert, and language expert) and readability test by students. Based on the results of the validation analysis of teaching materials, it shows that the ecological handouts validated by three expert validators, namely material or content experts, are suitable for use without revision with an average score of 4.12, appearance experts are suitable for use without revision with an average score of 4. 28, and linguists are suitable for use without revision with an average score of 4, as well as a readability test by 15 students with an average score of 3 with a category suitable for use without revision. Therefore, the teaching materials in the form of ecological handouts developed are suitable for use by students.

Need Analysis of Ecology Course Teaching Materials Based on Student Needs

One of the important components of the lecture process is the existence of quality teaching materials. Teaching materials will assist students in understanding content delivered by lecturers theoretically or in practice. Results of preliminary study indicate that there are teaching materials unsuitable to student needs. Some students opine that it is difficult to obtain learning sources for the Ecology course. This research aims to find out the results of needs analysis of Ecology course teaching materials that will be used as a basis in preparing STEM (Science, Technology, Engineering, Mathematics)-based Ecology course module. The method employed in the research is survey method. Data collection were done using survey questionnaire in Google Form. The survey respondents were 104 students of Biology Education in three universities who had taken the Ecology course. The data analysis was done by describing the survey results of need analysis of ecology course teaching materials. The research results suggest that about 52.9% of respondents had difficulties in obtaining ecology learning sources. About 98% of respondents state that most lecturers only used PowerPoint in teaching and did not recommend teaching materials according to the content delivered. Therefore, in certain ecology contents, students encounter difficulties to work on their assignments and understanding the existing content. Keywords: ecology course, teaching materials, student need