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About Misconceptions
Regardless of the age and background of people, they will have misconceptions
in biology [4, 14, 16, 17, 20, 25]. Misconceptions are scientifically
inaccurate assumptions and explanations of phenomena, which are constructed
by an individual through his/her experiences [9,14, 17]. Misconceptions
have also been called ‘preconceptions’ [18], ‘alternative
frameworks’ [11], ‘alternative ideas’ [3], and ‘children’s
science’ [13].
Little is known about misconceptions that exist
in the field of ecology. In fact, relatively few papers have been published
that cover general
pedagogical issues in ecology. For example, D’Avanzo surveyed
articles published in the Journal of Research in Science Teaching from
1997-2002, and found 33 papers concerning teaching physics, 21 for chemistry,
and 19 for biology [9]. Only seven of these biology papers covered ecological
topics. The number of publications that deal with the misconceptions
of ecology is fewer still. Munson’s review of ecological misconceptions
covers relatively few concepts as compared to what has been covered
of the physical sciences [17].
To get a feel for some of the most common
misconceptions in ecology, take the Self-Test. You may find that, among
the wrong answers, there
are some ideas that
you once held as truths, or may have heard as truths from other people. Also,
see the list of Common ecological misconceptions.
Is it necessary to dispel students’ ecological
misconceptions? Yes, the dispelling of ecological misconceptions is important
to understanding and being
able to make decisions that impact the lives of the students. Misconceptions
are prevalent in the sciences, where they are particularly troublesome. Since
science is based on the validity of previously determined ideas, the persistence
of a misconception within the logic of an argument may have the cascading effect
of the creation of several false conclusions. Misconceptions involving ecological
phenomena are particularly important to overcome, because ecology teaches students
how they are influenced by, and have influence on, the ecosystems and the biosphere
[9,15]
Although scientific literacy should increase as students take science
courses, it is common for students to retain misconceptions [4,14].
Biology conceptions
are often far more difficult for students to grasp than biologists imagine
[4]. Furthermore, misconceptions are highly resistant to change and, consequently,
traditional teaching is seldom effective [4, 7, 8, 15, 17]. Naïve and “magical
beliefs” act like filters and so can allow disconnected facts and ideas
through, but block out a deeper understanding of methods and world-view [1].
Overcoming
misconceptions is crucial to student learning. When misconceptions are challenged
directly and students provided with opportunities to re-construct
their world-view, the proportion of students able to use science conceptions
to explain phenomena increases significantly [4]. Find out more at How
to overcome misconceptions.
One of the best ways that students can learn
course material is by placing the concepts into a framework that tells
a story. When instructors
present
ecological
concepts in the context of a larger picture, students are more likely
to learn and retain the information presented [24]. Learn more about
and view
course
materials for the Power of Story.
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The
Ecosystem