Secondary Education, City College of New York, New York, NY 10031, USA.
Conserv Biol. 2010 Jun;24(3):649-54. doi: 10.1111/j.1523-1739.2010.01478.x. Epub 2010 Mar 10.
The influence of conservation biology can be enhanced greatly if it reaches beyond undergraduate biology to students at the middle and high school levels. If a conservation perspective were taught in secondary schools, students who are not interested in biology could be influenced to pursue careers or live lifestyles that would reduce the negative impact of humans on the world. We use what we call the ecology-disrupted approach to transform the topics of conservation biology research into environmental-issue and ecology topics, the major themes of secondary school courses in environmental science. In this model, students learn about the importance and complexity of normal ecological processes by studying what goes wrong when people disrupt them (environmental issues). Many studies published in Conservation Biology are related in some way to the ecological principles being taught in secondary schools. Describing research in conservation biology in the language of ecology curricula in secondary schools can help bring these science stories to the classroom and give them a context in which they can be understood by students. Without this context in the curriculum, a science story can devolve into just another environmental issue that has no immediate effect on the daily lives of students. Nevertheless, if the research is placed in the context of larger ecological processes that are being taught, students can gain a better understanding of ecology and a better understanding of their effect on the world.
如果保护生物学的影响能够超越本科生物学，延伸到中学和高中阶段的学生，那么其影响将会大大增强。如果在中学阶段教授保护生物学的观点，那些对生物学不感兴趣的学生可能会受到影响，选择从事能够减少人类对世界负面影响的职业或生活方式。我们使用所谓的“生态破坏方法”，将保护生物学研究的主题转化为环境问题和生态学主题，这些主题是环境科学中学课程的主要内容。在这个模式中，学生通过研究人类干扰正常生态过程时会出现什么问题（环境问题），了解正常生态过程的重要性和复杂性。许多在《保护生物学》上发表的研究都与中学阶段教授的生态学原理以某种方式相关。用中学生态学课程的语言来描述保护生物学研究，可以帮助将这些科学故事带到课堂上，并为学生提供一个可以理解它们的背景。如果课程中没有这种背景，科学故事就会变成另一个对学生日常生活没有直接影响的环境问题。然而，如果将研究置于正在教授的更大的生态过程的背景下，学生可以更好地理解生态学以及他们对世界的影响。
