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How to Incorporate Experiential Learning in the Classroom to Address Complex Problems in Ecology
Author(s) -
Deslauriers David
Publication year - 2017
Publication title -
fisheries
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.725
H-Index - 79
eISSN - 1548-8446
pISSN - 0363-2415
DOI - 10.1080/03632415.2017.1276354
Subject(s) - predation , predator , experiential learning , context (archaeology) , fish <actinopterygii> , ecology , functional response , biology , psychology , fishery , mathematics education , paleontology
An alternative to the use of live predators in the context of predator–prey feeding relationships for educational purposes is presented here. A group of 18 students was asked to maneuver a fictional predator (pipette), which was used to capture age‐0 Shovelnose Sturgeon under different densities (1–30 fish per 40‐L tank) and temperature treatments (13°C, 18°C, and 24°C). The data were then used to estimate the functional feeding response coefficients typical of a type II curve. Results indicated that the temperature treatments did not have a significant influence on the magnitude of the coefficients. However, the use of a fictional predator provided useful insight into behaviors (fish captured head first and off the bottom of the tank) that were more likely to lead to a predation event. This exercise also limited the mortality of organisms typically associated with these types of trials. Conclusions should provide students with a mechanistic understanding of predator–prey interactions by means of an experiential learning experience.