Connecting Ecology to Daily Life: How Students and Teachers Relate Food Webs to the Food They Eat

Autor/inn/en	Wyner, Yael; Blatt, Erica
Titel	Connecting Ecology to Daily Life: How Students and Teachers Relate Food Webs to the Food They Eat
Quelle	In: Journal of Biological Education, 53 (2019) 2, S.128-149 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2018.1447005
Schlagwörter	Food; Eating Habits; Ecology; Middle School Students; High School Students; Preservice Teachers; Science Teachers; Models; Conservation (Environment); Environmental Education; Science Education; Knowledge Level; Student Attitudes; Teacher Attitudes + Suchen Sie Ihr Suchwort? Lebensmittel; Ernährungsgewohnheit; Essgewohnheit; Ökologie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Analogiemodell; Conservation; Environment; Konservierung; Bewahung; Umwelt; Umweltbildung; Umwelterziehung; Umweltpädagogik; Naturwissenschaftliche Bildung; Wissensbasis; Schülerverhalten; Lehrerverhalten
Abstract	This study used sociocultural learning theory to better understand how middle and high school environmental science and biology students and pre- and in-service science teachers connect the daily life activity of eating to the food web model learned in school. We sought to understand how student and teacher perceptions of the environment and their experiences influenced their responses to interview questions regarding this topic. Findings, based on transcribed interviews with 54 study participants, indicate that three quarters of teachers and students were unable to connect the food they eat with ecosystem food webs. Even so, many respondents particularly those from elite public schools, did not demonstrate common food web misconceptions identified by other researchers, instead showing a sophisticated understanding of food web interactions. These findings indicate that even though participants were proficient in their school science understanding of food web interactions, they did not readily think about how their everyday out of school activities, like eating, relate to those interactions. This may be representative of a more general disconnect between formal ecology instruction and daily life activities. We provide several recommendations for how this disconnect can be remedied in our classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01