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Abstract Simulation models are increasingly used by ecologists to study complex, ecosystem‐scale phenomena, but integrating ecosystem simulation modeling into ecology undergraduate and graduate curricula remains rare. Engaging ecology students with ecosystem simulation models may enable students to conduct hypothesis‐driven scientific inquiry while also promoting their use of systems thinking, but it remains unknown how using hands‐on modeling activities in the classroom affects student learning. Here, we developed short (3‐hr) teaching modules as part of the Macrosystems EDDIE (Environmental Data‐Driven Inquiry & Exploration) program that engage students with hands‐on ecosystem modeling in the R statistical environment. We embedded the modules into in‐person ecology courses at 17 colleges and universities and assessed student perceptions of their proficiency and confidence before and after working with models. Across all 277 undergraduate and graduate students who participated in our study, completing one Macrosystems EDDIE teaching module significantly increased students' self‐reported proficiency, confidence, and likely future use of simulation models, as well as their perceived knowledge of ecosystem simulation models. Further, students were significantly more likely to describe that an important benefit of ecosystem models was their “ease of use” after completing a module. Interestingly, students were significantly more likely to provide evidence of systems thinking in their assessment responses about the benefits of ecosystem models after completing a module, suggesting that these hands‐on ecosystem modeling activities may increase students’ awareness of how individual components interact to affect system‐level dynamics. Overall, Macrosystems EDDIE modules help students gain confidence in their ability to use ecosystem models and provide a useful method for ecology educators to introduce undergraduate and graduate students to ecosystem simulation modeling using in‐person, hybrid, or virtual modes of instruction.
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Understanding Students’ Representations of Mechanism through Modeling Complex Aquatic Ecosystems
This study examines how 5th grade students represent the mechanisms of a complex aquatic ecosystem in the Modeling and Evidence Mapping Environment (MEME), a software tool designed to support students in iteratively modeling the elements within a complex system, and their relationships to each other. We explore the various ways students represented mechanisms of an aquatic ecosystem through their models and present our findings on the patterns that emerged and the unexpected ways that mechanisms were utilized within student models.
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- Award ID(s):
- 1761019
- PAR ID:
- 10249156
- Date Published:
- Journal Name:
- 2021 Annual Meeting of the International Society of the Learning Sciences
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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