TABLE 2 - uploaded by Joel Ivan Cohen
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Example survey question to gauge ethical choices among students before and after presentations and visit to class of 15 species of reptiles.
Source publication
As part of a short biodiversity unit, a survey was developed for students to express their ethical values regarding conservation of biodiversity or protection of species. The unit spanned four class periods, combining species diversity science, the plight of endangered species and their protection, a living reptile program presented in the classroo...
Context in source publication
Context 1
... part, the unit was structured on the premise that a first-hand encounter with diversity of living organisms would lead to an enhanced understanding of life on earth and threats and dangers to species, including habitat destruction caused by humans. Approximately 60 out of 90 students believed that the presence of the live reptile program in the classroom was key to expanding their understanding of biodiversity, as shown from survey question 13 (Table 2). In addition, content knowledge can be seen in answers to the last question, where 83% selected the correct answer as to the importance of biodiversity. ...
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Aim
Biological invasions are driven by factors related to species, locations and events. Species‐level factors (namely functional traits) often distinguish successful invaders from other groups of species in trait‐only analyses. However, traits are routinely found to be much less important than event‐level (e.g. propagule pressure) or location‐leve...
Citations
... Because concerns for species preservation often arise from ethical or moral values, ethics is an inherent part of biological conservation (Cohen 2014). Nonetheless, animal ethics and welfare may not always be explicitly considered (Harrington et al. 2013). ...
Research on basic animal biology and ecology is essential for increasing our knowledge and for improving species conservation. However, it often involves the suffering or killing of a certain number of animals, and such matters are rarely debated. Moreover, in providing education in ethics, biology seems to lag behind other disciplines of life sciences. Here, I first review several situations in biological research and species management in which animal ethics issues arise. Second, in order to determine the current status of the ethics education of undergraduate students in biological sciences in Europe, I report the results of the evaluation of curricula at 150 universities offering such programs. Surprisingly, merely 9% of the programs offered ethics as a mandatory and stand-Alone course. I consider this a significant gap in biological education and advocate that biologists should receive proper training in animal ethics.
... When students and teachers consider biodiversity today, they often focus on animals living in wilderness, savannahs, or rainforests. When asked to think of specific species, students readily select endangered megafauna, a group of animals which captures not only their attention (Cohen 2014(Cohen , 2016, but that of organizations seeking "flagship species" for conservation (Leader-Williams and Dublin 2000). What is practically unknown to students, but of great importance to Vavilov, is that the same concerns of loss and endangerment surround the preservation and conservation of our remaining food crop biodiversity. ...
... 4. Complete a before/after survey on biodiversity, ethical perspectives, and the impact of the current lesson (Cohen, 2015). ...
... While showing the animals, the breeders inform the students of each species' conservation status, and how urbanization and habitat destruction put certain species at risk. The students take notes on a species organizer, capturing information to be used later in the lesson (Cohen, 2015). This information highlights the various levels of endangerment and helps students understand the importance of conservation and protection. ...
... 4. Complete a before/after survey on biodiversity, ethical perspectives, and the impact of the current lesson (Cohen, 2015). ...
... While showing the animals, the breeders inform the students of each species' conservation status, and how urbanization and habitat destruction put certain species at risk. The students take notes on a species organizer, capturing information to be used later in the lesson (Cohen, 2015). This information highlights the various levels of endangerment and helps students understand the importance of conservation and protection. ...
The importance of extant biodiversity, concerns regarding the rising
Anthropocene extinction rates, and commitments made by signatories to
biodiversity conventions each increase demands for timely data. However, as
species and conservation indicators become more complex, the less accessible
they are to educators. New pedagogies are needed so that students can
generate their own data for studies of biodiversity and extinction. I present a
simple indicator of species diversity that examines declines in species’
populations and whether or not these species subsequently recovered or faced
extinction. Using such data, 14 threatened species are used as examples of
the time taken for each species to reach a point of either recovery or
extinction. The learning and pedagogical context for this information is
reviewed, student use of the data demonstrated, and the lesson evaluated
according to its learning objectives.
Introduction
Historical biographies facilitate teaching the ‘nature of science’. This case study focuses on how Nikolai Vavilov’s unrelenting sense of purpose, courage, and charismatic personality was maintained during violent revolutionary change in Russia.
Case description
The rediscovery of Gregor Mendel’s laws of inheritance provided Vavilov with a scientific foundation for crop improvement, this foundation was later bolstered by Vavilov’s personal drive to conserve plant biodiversity. As he advanced theories and pragmatic approaches for genetic improvement and conservation of plants, political leaders in Russian came to reject Mendel’s principles and eventually Vavilov’s work.
Discussion and evaluation
This rejection occurred because Joseph Stalin was desperate for a quick remedy to the famine and suffering from forced collective agriculture. Vavilov’s work continued, modernizing Russian crop research while inspiring other scientists to save seeds stored in the world’s first gene bank. Three themes illustrating the nature of science help examine Vavilov’s life: explaining natural phenomena, uncompromising human endeavor, and revising scientific knowledge.
Conclusions
The case study concludes with four questions to stimulate student inquiry and self-guided research. They also deepen student understanding of Vavilov’s personal sacrifices to ensure use and conservation of plant biodiversity.
A means for measuring time lines for endangered species declines or recoveries serves as an entry point for evaluating ecosystem health and reversal of threats arising from human intrusions. Following presentation and review of an example scenario to the class, students then use guided inquiry to determine their own species of interest, its habitat, and trends in decline or recovery through biology, math, graphing, and geography. This paper presents one example and asks the audience to participate in their own study by selecting one endangered species. Each study will be presented and followed by discussion of findings, with outcomes related directly to NGSS core ideas and performance expectations.
