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首页> 外文期刊>Conservation Biology >Taking the conservation biology perspective to secondary school classrooms [Introduccíon de la perspectiva de la biología de la conservacíon a las aulas de escuelas secundarias]
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Taking the conservation biology perspective to secondary school classrooms [Introduccíon de la perspectiva de la biología de la conservacíon a las aulas de escuelas secundarias]

机译：将保护生物学观点引入中学课堂[将保护生物学观点引入中学课堂]

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The influence of conservation biology can be enhanced greatly if it reaches beyond undergraduate biology to students at the middle and high school levels. If a conservation perspective were taught in secondary schools, students who are not interested in biology could be influenced to pursue careers or live lifestyles that would reduce the negative impact of humans on the world. We use what we call the ecology-disrupted approach to transform the topics of conservation biology research into environmental-issue and ecology topics, the major themes of secondary school courses in environmental science. In this model, students learn about the importance and complexity of normal ecological processes by studying what goes wrong when people disrupt them (environmental issues). Many studies published in Conservation Biology are related in some way to the ecological principles being taught in secondary schools. Describing research in conservation biology in the language of ecology curricula in secondary schools can help bring these science stories to the classroom and give them a context in which they can be understood by students. Without this context in the curriculum, a science story can devolve into just another environmental issue that has no immediate effect on the daily lives of students. Nevertheless, if the research is placed in the context of larger ecological processes that are being taught, students can gain a better understanding of ecology and a better understanding of their effect on the world.
机译：如果保护生物学超出了本科生物学范围，对中高中生而言，其影响将大大增强。如果在中学讲授保护观点，那么可能会对那些对生物学不感兴趣的学生产生影响，使其从事职业或生活方式，从而减少人类对世界的负面影响。我们使用所谓的破坏生态学的方法将保护生物学研究的主题转变为环境问题和生态主题，这是环境科学中学课程的主要主题。在此模型中，学生通过研究当人们破坏生态系统（环境问题）时出了什么问题，从而了解正常生态过程的重要性和复杂性。在《保护生物学》上发表的许多研究在某种程度上都与中学教授的生态学原理有关。在中学的生态课程语言中描述保护生物学的研究可以帮助将这些科学故事带到课堂上，并为他们提供一个可以让学生理解的环境。在课程中如果没有这种背景，科学故事可能会演变成另一个对学生的日常生活没有直接影响的环境问题。不过，如果将研究放在正在教授的更大的生态过程的背景下，学生们将可以更好地了解生态学并更好地了解其对世界的影响。

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