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An Assessment of Students' Understanding of Ecosystem Concepts: Conflating Ecological Systems and Cycles

机译：评估学生对生态系统概念的理解：将生态系统和循环融合

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摘要

Teaching ecological concepts in schools is important in promoting natural science and environmental education for young learners. Developing educational programs is difficult, however, because of complicated ecological processes operating on multiple levels, the unlimited nature of potential system interactions (given the openness of systems), and their often-times nonlinear dynamic processes. To understand how to effectively support learning requires first understanding how students organize their ideas and develop conceptions about the nature of ecological processes. This study investigates understanding of ecological processes using aquaria as a model closed system in a science classroom. Understanding was assessed using worksheets completed during classroom instruction. Student responses and models were coded to elucidate naive conceptions and conceptual shifts. Our data make salient an area in which students confuse related concepts with respect to ecosystems and cycles and offer suggestions on how to address student understanding of ecological concepts, such as the explicit delineation of systems and cycles.
机译：在学校教授生态学概念对于促进自然科学和环境教育对年轻学习者至关重要。但是，开发教育计划很困难，因为复杂的生态过程在多个层面上起作用，潜在的系统交互作用（由于系统的开放性）具有无限的性质，并且它们通常是非线性的动态过程。要了解如何有效地支持学习，首先需要了解学生如何组织他们的想法并发展有关生态过程本质的观念。这项研究调查在科学教室中使用水族箱作为模型封闭系统对生态过程的理解。使用课堂教学中完成的工作表评估理解力。对学生的回答和模型进行了编码，以阐明幼稚的观念和观念上的转变。我们的数据使学生可以在一个领域中混淆有关生态系统和循环的相关概念，并提供有关如何解决学生对生态概念的理解的建议，例如系统和循环的明确描述。

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