ABSTRACT A new program, Teaching Ecological Complexity, is working to develop a heightened capaci... more ABSTRACT A new program, Teaching Ecological Complexity, is working to develop a heightened capacity for systems thinking among high school biology and environmental sciences teachers. During a 2-week field-based course, the teachers use qualitative conceptual modeling, participate in all stages of field experimentation, and formulate plans to teach field research with their own classes. Qualitative conceptual modeling was found to be useful in revealing the underlying perceptions of ecosystem functioning for these novice scientists. Preliminary results showed improvement in their ability to recognize and apply some of the attributes of complex ecosystem: non-linear feedback loops, hierarchical organization, patterns illustrating the spatial arrangements of species diversity. In addition to using models, teachers used peer-learning techniques. Collegial discussions about what they understood at particular points in time were useful in improving their understanding of ecosystem phenomenon.
ABSTRACT Session #6: Experiential & Service Learning. Presentation for 7th Biennial Confe... more ABSTRACT Session #6: Experiential & Service Learning. Presentation for 7th Biennial Conference on University Education in Natural Resources, March 13-15, 2008, Corvallis, Oregon. Featured in the ScholarsArchive@OSU in Oregon State University
To cite, use print source rather than this on-line version which may not reflect print copy forma... more To cite, use print source rather than this on-line version which may not reflect print copy format requirements or text layout and pagination. Join editorial staff
Background/Question/Methods This project explores how a series of teacher-generated conceptual ec... more Background/Question/Methods This project explores how a series of teacher-generated conceptual ecological models can be used to both facilitate and portray the improvement in ecological understanding over the span of a short course. Authentic field research experiences are essential to appropriately understand ecology. Students who participate in the field exercises were significantly better at expressing the organization of ecology concepts, appreciation of importance of abiotic components, and in understanding complex interrelationships. They had concrete, visceral experiences in the ecosystem that could be drawn upon later on their experiences “helped them incorporate new concepts” into their thinking. Practice doing experiments also builds teachers competence and confidence in teaching science using experiments. Successful inquiry teaching required teachers to be both flexible and collaborative. Teachers need to have sufficient practice using inquiry based learning to build up t...
Deep-seated attitude and behavior changes are, according to the literature necessary preludes to ... more Deep-seated attitude and behavior changes are, according to the literature necessary preludes to widespread utilization of renewable energy and energy conservation technologies. As found in this and other studies attitude change is greater under conditions of emotional arousal. Attitudes formed through direct experience were found in other studies to lead to action taking and behavior change due to changes in personal political efficacy. A strategy of exerting influence on groups rather than on individuals has been found to be more effective in changing people's resource conservation-related behavior. The simulation game SOLED was designed by the author and by Robin Thomas to be a highly involving social learning exercise in renewable energy planning. It was tested with college classes and contrasted with a non-participatory process, a lecture. Both techniques were of the same duration. Subjects were given pre- and post-exercise questionnaires and were observed throughout a post...
Background/Question/Methods We wanted to explore how an understanding about ecological processes ... more Background/Question/Methods We wanted to explore how an understanding about ecological processes can be enhanced for high school science teachers using ecological research projects and qualitative conceptual modeling. Teams of teachers were engaged in a two week course at one of five different Long Term Ecological Research sites. We tested how effective a series of qualitative models composed by participants were in portraying their growth in ecological understanding. Teachers were asked to construct qualitative conceptual models and write explanatory essays at three points during their research experience. Results/Conclusions The progression of teachers’ models included an initial intuitive explanation, with misconceptions, and typically improved by the post-test to involve elaborations of more complex and accurate understanding of ecological phenomenon. These results illustrate shifts in teachers’ thinking. The models essentially provide teachers with a means to visualize their co...
ABSTRACT We implemented a series of three guided controversies to provide experience in environme... more ABSTRACT We implemented a series of three guided controversies to provide experience in environmental problem solving to students in a science course designed for nonmajors. Students wrote essays in response to their experiences in each controversy; we analyzed these essays for five problem-solving criteria. A questionnaire administered at the end of the course supported an increased interest in civic engagement as a result of the integration of the controversies within the course. These teaching strategies and learning outcomes appear to be instrumental in equipping students as citizens with the skills needed to engage in decision making regarding environmental problems.
... Marion Dresner & Elizabeth Worley Center for Science Education, Portland State Univer... more ... Marion Dresner & Elizabeth Worley Center for Science Education, Portland State University, Portland, OR 97207 USA ... This process was intended to enhance teachers' skills and stimulate greater intellectual rigor, as recommended by Odom (2001). ...
Invasive Plant Science and Management, Sep 1, 2013
To investigate the impacts of long-term targeted invasive plant stewardship projects on students&... more To investigate the impacts of long-term targeted invasive plant stewardship projects on students' subsequent stewardship attitudes, an experiment using pre and post-tests to understand program effects and using post-test only comparisons to understand school effects was conducted. The resulting scores from two science classes that participated in year-long invasive plant and restoration activities were compared with those from three comparable classes at a linked school that did not participate in any of these activities. Students in the experimental classes showed overall significantly higher scores compared with the control classes. These attitude scores were then divided into two indexes: sense of personal effectiveness and attitudes of caring for particular places. Students in the experimental group showed increases in both, as compared with the controls. Parent and student focus groups were conducted at the end of the academic year. The resulting comments provide evidence for actual behavior change outside of the school environment. Analysis showed that any student, especially those in the control classes in the traditional middle school, indicating they had prior exposure to nature stewardship projects showed significantly higher scores than students who did not. The results underscore the value of having students involved in real-world stewardship projects, especially those of a long-term nature.
Abstract We compared differences in patterns of tree species composition and abundance in a set o... more Abstract We compared differences in patterns of tree species composition and abundance in a set of six permanent research plots designated in paired watersheds in a large forested park in Portland, Oregon: one proximal to the urban area and the other proximal to rural areas. All were established in mixed conifer-deciduous stands with similar tree age classes, orientation, topography and other environmental variables. One old-growth plot reference was included in each watershed. The urban plots have experienced periodic disturbances and are continually subjected to continual low-impact disturbances. The urban plots, in contrast to rural plots and to their reference old-growth plots, showed significant differences in tree species composition and ages, sapling numbers, and amount of coarse woody debris. NMDS and nonparametric ANOVA revealed the urban plots as having the greatest ecological distance from all other plots. Soil disturbance, lack of O- and A-horizons, and coarse woody debris were disturbance indicators. Given current patterns of regeneration, the urban plots will be dominated in the future by hardwood species. This projection, when compared with the proximate old-growth patch and with historical records for the urban end of the park, has no historic antecedent. These conclusions are concurrent with findings for other urban forests, where early successional species dominate over long periods of time. The described ecological trends, especially with the domination of invasive species, reflect the urban condition of the forest and constitute a novel state.
Abstract We compared differences in patterns of tree species composition and abundance in a set o... more Abstract We compared differences in patterns of tree species composition and abundance in a set of six permanent research plots designated in paired watersheds in a large forested park in Portland, Oregon: one proximal to the urban area and the other proximal to rural areas. All were established in mixed conifer-deciduous stands with similar tree age classes, orientation, topography and other environmental variables. One old-growth plot reference was included in each watershed. The urban plots have experienced periodic disturbances and are continually subjected to continual low-impact disturbances. The urban plots, in contrast to rural plots and to their reference old-growth plots, showed significant differences in tree species composition and ages, sapling numbers, and amount of coarse woody debris. NMDS and nonparametric ANOVA revealed the urban plots as having the greatest ecological distance from all other plots. Soil disturbance, lack of O- and A-horizons, and coarse woody debris were disturbance indicators. Given current patterns of regeneration, the urban plots will be dominated in the future by hardwood species. This projection, when compared with the proximate old-growth patch and with historical records for the urban end of the park, has no historic antecedent. These conclusions are concurrent with findings for other urban forests, where early successional species dominate over long periods of time. The described ecological trends, especially with the domination of invasive species, reflect the urban condition of the forest and constitute a novel state.
The project described in this article explores how a series of conceptual ecological models can b... more The project described in this article explores how a series of conceptual ecological models can be used to portray the improvement in ecological understanding over the span of a short course. The course involved high school teachers working collaboratively on ecological research projects. Teachers were asked to construct qualitative conceptual models (a diagram of important ecosystem components and the linkages between these components) and write explanatory essays at three points during their research experience. The progression in development of teachers’ models spanned initial intuitive explanation, with misconceptions, to the post-test elaboration of a more complex and accurate understanding of ecological phenomenon. These results illustrate shifts in teachers’ thinking and understanding. The models essentially provided them with a means to visualize their conceptions of ecosystem processes. Their understanding was further enhanced through collegial discussions. We present a ser...
Developing a capacity for systems thinking (ways to understand complex systems) requires both imm... more Developing a capacity for systems thinking (ways to understand complex systems) requires both immersion in challenging, real-world problem contexts and exposure to systems analysis language, tools and procedures, such as ecosystem modeling. Modeling is useful as a means of conveying complex, dynamic interactions. Models of ecosystems can facilitate an ability to be attentive to whole systems by illustrating multiple factors of interaction, feedback, subsystems and inputs and outputs, which lead to a greater understanding of ecosystem functioning. Concept mapping, which uses models of students' ideas organized hierarchically is used in assessment, but it does not having any outside utility. Ecosystem models, on the other hand, are legitimate end-products in and of themselves. A change made in a learner-generated model that conforms to patterns observed in nature by the learner can be seen as reflections of his or her understanding. Starting with their own reflections on previous ...
To investigate the impacts of long-term targeted invasive plant stewardship projects on students&... more To investigate the impacts of long-term targeted invasive plant stewardship projects on students' subsequent stewardship attitudes, an experiment using pre and post-tests to understand program effects and using post-test only comparisons to understand school effects was conducted. The resulting scores from two science classes that participated in year-long invasive plant and restoration activities were compared with those from three comparable classes at a linked school that did not participate in any of these activities. Students in the experimental classes showed overall significantly higher scores compared with the control classes. These attitude scores were then divided into two indexes: sense of personal effectiveness and attitudes of caring for particular places. Students in the experimental group showed increases in both, as compared with the controls. Parent and student focus groups were conducted at the end of the academic year. The resulting comments provide evidence f...
Session #6: Experiential & Service Learning. Presentation for 7th Biennial Conference on Universi... more Session #6: Experiential & Service Learning. Presentation for 7th Biennial Conference on University Education in Natural Resources, March 13-15, 2008, Corvallis, Oregon. Featured in the ScholarsArchive@OSU in Oregon State University
... Marion Dresner & Elizabeth Worley Center for Science Education, Portland State Univer... more ... Marion Dresner & Elizabeth Worley Center for Science Education, Portland State University, Portland, OR 97207 USA ... This process was intended to enhance teachers' skills and stimulate greater intellectual rigor, as recommended by Odom (2001). ...
ABSTRACT A new program, Teaching Ecological Complexity, is working to develop a heightened capaci... more ABSTRACT A new program, Teaching Ecological Complexity, is working to develop a heightened capacity for systems thinking among high school biology and environmental sciences teachers. During a 2-week field-based course, the teachers use qualitative conceptual modeling, participate in all stages of field experimentation, and formulate plans to teach field research with their own classes. Qualitative conceptual modeling was found to be useful in revealing the underlying perceptions of ecosystem functioning for these novice scientists. Preliminary results showed improvement in their ability to recognize and apply some of the attributes of complex ecosystem: non-linear feedback loops, hierarchical organization, patterns illustrating the spatial arrangements of species diversity. In addition to using models, teachers used peer-learning techniques. Collegial discussions about what they understood at particular points in time were useful in improving their understanding of ecosystem phenomenon.
ABSTRACT Session #6: Experiential & Service Learning. Presentation for 7th Biennial Confe... more ABSTRACT Session #6: Experiential & Service Learning. Presentation for 7th Biennial Conference on University Education in Natural Resources, March 13-15, 2008, Corvallis, Oregon. Featured in the ScholarsArchive@OSU in Oregon State University
To cite, use print source rather than this on-line version which may not reflect print copy forma... more To cite, use print source rather than this on-line version which may not reflect print copy format requirements or text layout and pagination. Join editorial staff
Background/Question/Methods This project explores how a series of teacher-generated conceptual ec... more Background/Question/Methods This project explores how a series of teacher-generated conceptual ecological models can be used to both facilitate and portray the improvement in ecological understanding over the span of a short course. Authentic field research experiences are essential to appropriately understand ecology. Students who participate in the field exercises were significantly better at expressing the organization of ecology concepts, appreciation of importance of abiotic components, and in understanding complex interrelationships. They had concrete, visceral experiences in the ecosystem that could be drawn upon later on their experiences “helped them incorporate new concepts” into their thinking. Practice doing experiments also builds teachers competence and confidence in teaching science using experiments. Successful inquiry teaching required teachers to be both flexible and collaborative. Teachers need to have sufficient practice using inquiry based learning to build up t...
Deep-seated attitude and behavior changes are, according to the literature necessary preludes to ... more Deep-seated attitude and behavior changes are, according to the literature necessary preludes to widespread utilization of renewable energy and energy conservation technologies. As found in this and other studies attitude change is greater under conditions of emotional arousal. Attitudes formed through direct experience were found in other studies to lead to action taking and behavior change due to changes in personal political efficacy. A strategy of exerting influence on groups rather than on individuals has been found to be more effective in changing people's resource conservation-related behavior. The simulation game SOLED was designed by the author and by Robin Thomas to be a highly involving social learning exercise in renewable energy planning. It was tested with college classes and contrasted with a non-participatory process, a lecture. Both techniques were of the same duration. Subjects were given pre- and post-exercise questionnaires and were observed throughout a post...
Background/Question/Methods We wanted to explore how an understanding about ecological processes ... more Background/Question/Methods We wanted to explore how an understanding about ecological processes can be enhanced for high school science teachers using ecological research projects and qualitative conceptual modeling. Teams of teachers were engaged in a two week course at one of five different Long Term Ecological Research sites. We tested how effective a series of qualitative models composed by participants were in portraying their growth in ecological understanding. Teachers were asked to construct qualitative conceptual models and write explanatory essays at three points during their research experience. Results/Conclusions The progression of teachers’ models included an initial intuitive explanation, with misconceptions, and typically improved by the post-test to involve elaborations of more complex and accurate understanding of ecological phenomenon. These results illustrate shifts in teachers’ thinking. The models essentially provide teachers with a means to visualize their co...
ABSTRACT We implemented a series of three guided controversies to provide experience in environme... more ABSTRACT We implemented a series of three guided controversies to provide experience in environmental problem solving to students in a science course designed for nonmajors. Students wrote essays in response to their experiences in each controversy; we analyzed these essays for five problem-solving criteria. A questionnaire administered at the end of the course supported an increased interest in civic engagement as a result of the integration of the controversies within the course. These teaching strategies and learning outcomes appear to be instrumental in equipping students as citizens with the skills needed to engage in decision making regarding environmental problems.
... Marion Dresner & Elizabeth Worley Center for Science Education, Portland State Univer... more ... Marion Dresner & Elizabeth Worley Center for Science Education, Portland State University, Portland, OR 97207 USA ... This process was intended to enhance teachers' skills and stimulate greater intellectual rigor, as recommended by Odom (2001). ...
Invasive Plant Science and Management, Sep 1, 2013
To investigate the impacts of long-term targeted invasive plant stewardship projects on students&... more To investigate the impacts of long-term targeted invasive plant stewardship projects on students' subsequent stewardship attitudes, an experiment using pre and post-tests to understand program effects and using post-test only comparisons to understand school effects was conducted. The resulting scores from two science classes that participated in year-long invasive plant and restoration activities were compared with those from three comparable classes at a linked school that did not participate in any of these activities. Students in the experimental classes showed overall significantly higher scores compared with the control classes. These attitude scores were then divided into two indexes: sense of personal effectiveness and attitudes of caring for particular places. Students in the experimental group showed increases in both, as compared with the controls. Parent and student focus groups were conducted at the end of the academic year. The resulting comments provide evidence for actual behavior change outside of the school environment. Analysis showed that any student, especially those in the control classes in the traditional middle school, indicating they had prior exposure to nature stewardship projects showed significantly higher scores than students who did not. The results underscore the value of having students involved in real-world stewardship projects, especially those of a long-term nature.
Abstract We compared differences in patterns of tree species composition and abundance in a set o... more Abstract We compared differences in patterns of tree species composition and abundance in a set of six permanent research plots designated in paired watersheds in a large forested park in Portland, Oregon: one proximal to the urban area and the other proximal to rural areas. All were established in mixed conifer-deciduous stands with similar tree age classes, orientation, topography and other environmental variables. One old-growth plot reference was included in each watershed. The urban plots have experienced periodic disturbances and are continually subjected to continual low-impact disturbances. The urban plots, in contrast to rural plots and to their reference old-growth plots, showed significant differences in tree species composition and ages, sapling numbers, and amount of coarse woody debris. NMDS and nonparametric ANOVA revealed the urban plots as having the greatest ecological distance from all other plots. Soil disturbance, lack of O- and A-horizons, and coarse woody debris were disturbance indicators. Given current patterns of regeneration, the urban plots will be dominated in the future by hardwood species. This projection, when compared with the proximate old-growth patch and with historical records for the urban end of the park, has no historic antecedent. These conclusions are concurrent with findings for other urban forests, where early successional species dominate over long periods of time. The described ecological trends, especially with the domination of invasive species, reflect the urban condition of the forest and constitute a novel state.
Abstract We compared differences in patterns of tree species composition and abundance in a set o... more Abstract We compared differences in patterns of tree species composition and abundance in a set of six permanent research plots designated in paired watersheds in a large forested park in Portland, Oregon: one proximal to the urban area and the other proximal to rural areas. All were established in mixed conifer-deciduous stands with similar tree age classes, orientation, topography and other environmental variables. One old-growth plot reference was included in each watershed. The urban plots have experienced periodic disturbances and are continually subjected to continual low-impact disturbances. The urban plots, in contrast to rural plots and to their reference old-growth plots, showed significant differences in tree species composition and ages, sapling numbers, and amount of coarse woody debris. NMDS and nonparametric ANOVA revealed the urban plots as having the greatest ecological distance from all other plots. Soil disturbance, lack of O- and A-horizons, and coarse woody debris were disturbance indicators. Given current patterns of regeneration, the urban plots will be dominated in the future by hardwood species. This projection, when compared with the proximate old-growth patch and with historical records for the urban end of the park, has no historic antecedent. These conclusions are concurrent with findings for other urban forests, where early successional species dominate over long periods of time. The described ecological trends, especially with the domination of invasive species, reflect the urban condition of the forest and constitute a novel state.
The project described in this article explores how a series of conceptual ecological models can b... more The project described in this article explores how a series of conceptual ecological models can be used to portray the improvement in ecological understanding over the span of a short course. The course involved high school teachers working collaboratively on ecological research projects. Teachers were asked to construct qualitative conceptual models (a diagram of important ecosystem components and the linkages between these components) and write explanatory essays at three points during their research experience. The progression in development of teachers’ models spanned initial intuitive explanation, with misconceptions, to the post-test elaboration of a more complex and accurate understanding of ecological phenomenon. These results illustrate shifts in teachers’ thinking and understanding. The models essentially provided them with a means to visualize their conceptions of ecosystem processes. Their understanding was further enhanced through collegial discussions. We present a ser...
Developing a capacity for systems thinking (ways to understand complex systems) requires both imm... more Developing a capacity for systems thinking (ways to understand complex systems) requires both immersion in challenging, real-world problem contexts and exposure to systems analysis language, tools and procedures, such as ecosystem modeling. Modeling is useful as a means of conveying complex, dynamic interactions. Models of ecosystems can facilitate an ability to be attentive to whole systems by illustrating multiple factors of interaction, feedback, subsystems and inputs and outputs, which lead to a greater understanding of ecosystem functioning. Concept mapping, which uses models of students' ideas organized hierarchically is used in assessment, but it does not having any outside utility. Ecosystem models, on the other hand, are legitimate end-products in and of themselves. A change made in a learner-generated model that conforms to patterns observed in nature by the learner can be seen as reflections of his or her understanding. Starting with their own reflections on previous ...
To investigate the impacts of long-term targeted invasive plant stewardship projects on students&... more To investigate the impacts of long-term targeted invasive plant stewardship projects on students' subsequent stewardship attitudes, an experiment using pre and post-tests to understand program effects and using post-test only comparisons to understand school effects was conducted. The resulting scores from two science classes that participated in year-long invasive plant and restoration activities were compared with those from three comparable classes at a linked school that did not participate in any of these activities. Students in the experimental classes showed overall significantly higher scores compared with the control classes. These attitude scores were then divided into two indexes: sense of personal effectiveness and attitudes of caring for particular places. Students in the experimental group showed increases in both, as compared with the controls. Parent and student focus groups were conducted at the end of the academic year. The resulting comments provide evidence f...
Session #6: Experiential & Service Learning. Presentation for 7th Biennial Conference on Universi... more Session #6: Experiential & Service Learning. Presentation for 7th Biennial Conference on University Education in Natural Resources, March 13-15, 2008, Corvallis, Oregon. Featured in the ScholarsArchive@OSU in Oregon State University
... Marion Dresner & Elizabeth Worley Center for Science Education, Portland State Univer... more ... Marion Dresner & Elizabeth Worley Center for Science Education, Portland State University, Portland, OR 97207 USA ... This process was intended to enhance teachers' skills and stimulate greater intellectual rigor, as recommended by Odom (2001). ...
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