UNSPECIFIED (1998) From nature table to niche: curriculum progression in ecological concepts. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 20 (4). pp. 479-486. ISSN 0950-0693

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Abstract

The problems of concept development and progression within ecology teaching are reviewed and discussed with particular reference to the school science curriculum of England and Wales. It is considered that a serious barrier to the teaching of ecology is the ol er-emphasis on sophisticated concepts combined with a failure to allow a knowledge of whole organism biology to progress. An innovative alternative progression model for the teaching of ecological concepts is presented. It is based on a series of filaments, representing concept themes, all of which progress in parallel and yet between which the emphasis shifts laterally. The model facilitates the tracing of pathways of progression and integration as part of curriculum development and it is suggested that this approach could be profitably applied to other scientific disciplines.

Item Type:	Journal Article
Subjects:	L Education
Journal or Publication Title:	INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
Publisher:	TAYLOR & FRANCIS LTD
ISSN:	0950-0693
Date:	April 1998
Volume:	20
Number:	4
Number of Pages:	8
Page Range:	pp. 479-486
Publication Status:	Published
URI:	http://wrap.warwick.ac.uk/id/eprint/15808

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