1. Richard Pool,
Gregory D. Turner* &
S. Anne Böttger
Department of Biology, West Chester University, PA
* Presenting Author
Importance of Ecological Topics in Introductory Biology Courses at Urban, Suburban and Rural Universities
Ecology Education: A Reality
Abstract
General and Ecology Coverage in Introductory Biology
The study of ecology arose in the mid-19th century from a combination of natural history and geology and is presently defined by the ESA as the scientific discipline that is concerned with the relationships between organisms and their past, present, and future environments. Effective application of ecology to global problems depends in part on educating higher education students to nurture their interests in ecology. As the initial exposure to further studies, introductory courses take on added importance in these transforming times in biological education. Two thirds of biology instructors consider the key concepts of ecology essential for introductory biology courses. Nevertheless, a 2004 survey of biology department administrators found very little difference in introductory biology curricula between 2004 and a similar survey from This study aimed to determine the percentage and therefore importance of course time allocated to ecological topics. Lab and lecture syllabi were evaluated and content was grouped into eight topic categories, including Ecology. Percentages of topic coverage were calculated and analyzed using a one-way ANOVA. Overall there was no significantly different time allocated to ecological topics in the different higher education institutions surveyed. However, percentages of ecological topics covered in Introductory biology courses were significantly lower than expected according to educator surveys. Our results therefore indicate that the importance of ecological course content received the coverage it should, according to educator surveys.
Physiology (3) and Biochemistry/Cell & Molecular Biology (1) received highest coverage; ecology did receive the highest coverage at two of the schools examined.
Average Topic Coverage
Highest Topic Coverage 35
Notice: Topic numbers
are as follows
Biochemistry/
Cell & Molecular
(2) Genetics
(3) Physiology
(4) Development
(5) Ecology
(6) Evolution
(7) Taxonomy
(8) Undefined 18
LECTURE Topics
LAB Topics
LECTURE Topics
LAB Topics 14 25 10
Percentage Coverage (%)
Numbers of Universities 15 6 5 2 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
Topics by Numbers
Topics by Numbers
Ecology in Introductory Biology
Topics in Rural, Suburban and Urban Universities
Location had no significant impact on the amount of ecology taught, but rural schools taught more biochemistry/cell & molecular biology and less taxonomy, while urban schools taught more physiology.
Rural
Suburban
Urban
Essential Topics in Introductory Biology
Notice: Topic numbers
are as follows
Biochemistry/
Cell & Molecular
(2) Genetics
(3) Physiology
(4) Development
(5) Ecology
(6) Evolution
(7) Taxonomy
(8) Undefined 35 35 35
LECTURE
LAB
LECTURE
LAB
LECTURE
LAB
In 2009 members of the two-year and four-year college and university divisions of the National Association of Biology Teachers (NABT) were surveyed to identify topics they considered essential for inclusion in introductory biology courses (Gregory et al. 2011). 25 25 25
Notice: Percentages of NABT two- and four-year college section members who identified specific topics as "essential" for introductory biology courses.
Evolution was chosen as essential by the highest %, though overall topics in molecular, biochemical and physiological biology predominated. Even so, the ecological subjects of ecosystems/conservation & populations/communities were considered essential by all NBTA members.
Color coding & numbers determined according to categories chosen in the current study (section below) & dependent on lecture/lab topics in syllabi.
Percentage Coverage (%)
Twenty (20) Essential Topics (Gregory et al. 2011) 15 15 15
100
(1) Biochem/Cell&Mol.
(3) Physiology
(6) Evolution
(5) Ecology
(7) Taxonomy
(2) 5 5 5 80 60 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
Importance (%)
Topics by Numbers
Topics by Numbers
Topics by Numbers 40
Topic Coverage compared to Surveys 20
Topic coverage for ecology was as recommended by Gregory et al., however Biochemistry/Cell & Molec. Biology and Evolution received higher coverage than recommended, while Genetics received less.
0.1
0.2
0.3
LECTURE Topics
LAB Topics
Percentage Coverage (%) 5 4 3 2 1 6 7 8
Topics by Numbers
Topic Coverage: Gregory et al and current study
Mendelian Genetics
Notice: Topic numbers
are as follows
Biochemistry/ (5) Ecology
Cell & Molecular
(2) Genetics (6) Evolution
(3) Physiology (7) Taxonomy
(4) Development (8) Undefined
Topic colors (columns) are in
accordance with colors previously
defined (Investigating Biology Courses)
Bienergetics
DNA
Protein
Enzymes
Cell Cycle
Respiration
Transport PN
Meiosis
Cell function
Reproduction
Evolution
Recombination
Speciation
Gene flow
Ecosystems
Communities
Diversity (A)
Diversity (P)
Investigating Introductory Biology Courses
Participating Institutions
Lecture and lab topics were sorted into eight categories for analysis: (1) biochemistry/cellular/molecular: study of morphology, function and cell regulation; (2) genetics: study of genes at all levels; (3) physiology: study of functions; (4) developmental: study of development, differentiation, growth; (5) ecology: study of relationships between organisms and their environments; (6) evolution: study of changes in gene frequency, ancestry in populations; (7) taxonomy: naming, describing, classifying organisms; and (8) undefined: topics not matching any categories.
Notice: Locations are
organized as green = rural,
blue = suburban, red= urban
This study was made possible by the gracious contribution of course syllabi from more than fifty faculty members at universities in Pennsylvania, New York and Maryland, who shared their work. Thanks also go to Dr. Gestl of West Chester University for his guidance and encouragement and to Lucie Pool for hours of data entry and invaluable support.
Acknowledgements:
Gregory, E., Ellis, J.P., Orenstein, A.N. (2011) A Proposal for a Common Minimal Topic Set in Introductory Biology Courses for Majors.The American Biology Teacher, 73(1):
Cheesman, K., French D., Cheesman, I., Swails, N.,Thomas, J. (2007) Is There Any Common Curriculum for Undergraduate Biology Majors in the 21st Century? BioScience, 57(6):
References: