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Collaboration, interdisciplinary thinking, and communication: new approaches to K–12 ecology education
Author(s) -
Bestelmeyer Stephanie V,
Elser Monica M,
Spellman Katie V,
Sparrow Elena B,
Haan-Amato Stephanie S,
Keener Anna
Publication year - 2015
Publication title -
frontiers in ecology and the environment
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.918
H-Index - 164
eISSN - 1540-9309
pISSN - 1540-9295
DOI - 10.1890/140130
Subject(s) - ecology , reading (process) , scale (ratio) , sociology , political science , biology , geography , cartography , law
Ecologists often engage in global‐scale research through partnerships among scientists from many disciplines. Such research projects require collaboration, interdisciplinary thinking, and strong communication skills. We advocate including these three practices as an integral part of ecology education at the kindergarten through 12th grade (K–12) level, as opposed to waiting until the graduate level. Current discourse about K–12 ecology education focuses on promoting lessons in which students learn science by conducting research rather than simply reading textbooks. Here, we present five models of K–12 ecology education programs that emphasize collaboration, interdisciplinary thinking, and communication within student research projects on the ecology of drylands and other ecosystems. Such practices not only provide additional skills for future ecologists but also prepare students for success in any career as well as for ecologically literate citizenship.