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- All Subjects: Ecology
Description
In today's world, critical thinking and using a systems approach to problem solving are skills that are far too rare. In the age of information, the truth has become muddled by "fake news" and a constant barrage of exaggerations or blatant falsehoods. Without critical thinking skills, "many members of our society do not command the scientific literacy necessary to address important societal issues and concerns" (NCES 2012, p.11). Additionally, far too many people are incapable of thinking long term and understanding how their actions affect others. Because of this shortsightedness our world is facing one of its biggest ecological crises \u2014 global warming confounded by overpopulation and overconsumption. Now, more than ever, it is critical "for our young people to have a basic understanding of the relevant scientific ideas, technologies and ethical issues and powers of reasoning, to be prepared to face these issues" (Harlen et al., 2015). I believe that investigating innovative ways to teach ecology could be an important step to accomplishing this. Learning to think like a scientist forces people to rely on facts, follow similar protocols to deduce these facts, and be able to think critically about misleading events. More specifically, ecology education will allow people to develop those skills while also learning about team work, open-mindedness, and their environment. Ecology is defined as "the branch of biology that deals with the relations of organisms to one another and to their physical surroundings" (Dictionary.com, 2018). It is clear that this subcategory of science could act as a powerful introduction to the scientific world and how we relate to it. Its introduction at a young age has the potential to create a generation of conscientious and curious lifelong learners. In an attempt to support effective ways to teach ecology, I developed an educational unit and applied it in different educational contexts. My target audience was elementary aged students and I tested this unit with children in Phoenix Metropolitan Area afterschool programs. I taught core concepts of ecology \u2014 the water cycle, the sun's energy, plants and photosynthesis, and food webs \u2014in a sequence of lesson plans that build upon each other. Finally, I determined the appropriate age group and setting for these lesson plans through research and in-class observations. In this document, I explain the process I went through in developing my lesson plans, why I felt compelled to make them, and my experiences in implementing them.
ContributorsVotaw, Alexandra Lindsay (Author) / Larson, Kelli (Thesis director) / Herrmann, Lisa (Committee member) / York, Abigail (Committee member) / School of Art (Contributor) / The Design School (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Often, when thinking of cities we envision designed landscapes, where people regulate everything from water to weeds, ultimately resulting in an ecosystem decoupled from biophysical processes. It is unclear, however, what happens when the people regulating these extensively managed landscapes come under stress, whether from unexpected economic fluctuations or from changing climate norms. The overarching question of my dissertation research was: How does urban vegetation change in response to human behavior? To answer this question, I conducted multiscale research in an arid urban ecosystem as well as in a virtual desert city. I used a combination of long-term data and agent-based modeling to examine changes in vegetation across a range of measures influenced by biophysical, climate, institutional, and socioeconomic drivers. At the regional scale, total plant species diversity increased from 2000 to 2010, while species composition became increasingly homogeneous in urban and agricultural areas. At the residential scale, I investigated the effects of biophysical and socioeconomic drivers – the Great Recession of 2007-2010 in particular – on changing residential yard vegetation in Phoenix, AZ. Socioeconomic drivers affected plant composition and increasing richness, but the housing boom from 2000 through 2005 had a stronger influence on vegetation change than the subsequent recession. Surprisingly, annual plant species remained coupled to winter precipitation despite my expectation that their dynamics might be driven by socioeconomic fluctuations. In a modeling experiment, I examined the relative strength of psychological, social, and governance influences on large-scale urban land cover in a desert city. Model results suggested that social norms may be strong enough to lead to large-scale conversion to low water use residential landscaping, and governance may be unnecessary to catalyze residential landscape conversion under the pressure of extreme drought conditions. Overall, my dissertation research showed that urban vegetation is dynamic, even under the presumably stabilizing influence of human management activities. Increasing climate pressure, unexpected socioeconomic disturbances, growing urban populations, and shifting policies all contribute to urban vegetation dynamics. Incorporating these findings into planning policies will contribute to the sustainable management of urban ecosystems.
ContributorsRipplinger, Julie (Author) / Franklin, Janet (Thesis advisor) / Collins, Scott L. (Thesis advisor) / Anderies, John M (Committee member) / Childers, Daniel L. (Committee member) / York, Abigail (Committee member) / Arizona State University (Publisher)
Created2015