Teaching Introductory Ecology with Problem‐Based Learning

Abstract

The popularity of ecology and historic trends toward larger class sizes have led to an increasing reliance on lecture and content‐driven learning; over‐reliance on these methods is associated with student difficulties in applying knowledge to solve complex environmental problems. Active learning is often cited as a remedy for poor student outcomes. Problem‐based learning, an active‐learning model, emphasizes student‐centered learning through problem‐solving activities driven by the search for problem solutions. This learning model develops critical thinking and problem‐solving skills while simultaneously advancing content knowledge. Problem‐based learning can enhance student knowledge and skill gains in introductory ecology courses; however, this method is rarely implemented in these courses. Adoption of active‐learning models is on the rise; however, instructors unfamiliar with educational theory and active‐learning methods may need support in understanding the efficacy of active learning and selecting a method from the multitude of instructional strategies available. To familiarize ecology instructors with one active‐learning model, problem‐based learning, the theoretical base, and evidence for its efficacy are reviewed. In addition, to assist instructors venturing into problem‐based learning, successful applications are highlighted and selected resources are provided for getting started.

An Analysis of the Sustainable Development of Environmental Education Provided by Museums

“…Most of the specialists in various fields have devoted themselves to environmental education. In the past, many studies on environmental education focused on the protection of ecoenvironmental education in formal educational fields [10][11][12][13][14][15]. Museums, in the field of non-formal education, offer relatively few missions related to the environment.…”

The Development of Nervous Problem Based Modulewith Character Conservation for Nervous System Materials in the Senior High School

“…The stages of discussion of the phenomenon are prepared using PBL syntax. The reasons for using PBL are because this model is designed to use phenomena or problems as a basis for student learning, thus helping to improve their knowledge and understanding (Moutinho et al, 2015;Burrow, 2018). In addition, PBL is one of the scientific approach learning models, so students can learn to use scientific thinking in addressing a phenomenon.…”

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

“…As evidenced by a meta-analysis of 225 studies, active learning practices enhance student learning and reduce failure rate in undergraduate science, technology, engineering, and math (STEM) courses (Freeman et al, 2014). Additionally, active learning approaches, accompanied by major changes to course structure, improve performance in evolution courses (Frasier & Roderick, 2011) and can be used successfully in ecology (Burrow, 2018) and in courses aiming to integrate ecological and evolutionary concepts throughout the biology curriculum (White et al, 2013).…”