Addressing human-made environmental problems such as deforestation is an ongoing educational challenge. Promising educational approaches include cooperative decision-making and attempt via a high level of motivation to promote pro-environmental behaviors. Knowledge about the forest ecosystem, including its threats, is supposed to strengthen responsibilities and individual behavioral preferences. The “Save the Forests!” module engages students in hands-on learning activities under the frame of an educational Escape Game (Edu Breakout). Based on nine workstations, it includes various cooperative activities focusing on the forest ecosystem, its ecosystem services, and common tree species. Students realize advantages of recycling, gain insight into paper production and associated resource consumption, compare eco-labels for sustainable paper products, and reflect on consumer decisions. Additionally, the students learn about habitat situations after clear-cutting, forest fires, or storm damages (succession), including strategies for dealing with deadwood based on scientific data. Besides experiments and challenging tasks, students learn about the ecological footprint and greenwashing by clarifying often-used terms in sustainability contexts. In an accompanied quantitative study approach, students participating in the learning module significantly increased their knowledge scores in a pre-post comparison (n = 135, p < 0.001, d = 0.58).

Access to authentic research is limited at the 7–12 science education level. At the same time, many local restoration projects would benefit from, but don't have access to a long-term system of monitoring. This project seeks to unite those two needs by developing a protocol for 7–12 classrooms to be able to participate in authentic research through long-term monitoring of a local restoration project. The protocol developed in this project was used by Jenison High School students at Grand Ravines Park. Grand Ravines Park is a recently acquired Ottawa County park with a history of anthropogenic disturbances. Shortly after the acquisition of the final section of the park, Ottawa County Parks and Recreation (OCPR) staff seeded the portions of the north side of the park with native grasses and forbs, and the south side of the park was not supplementally seeded. This study aimed to develop protocols for the student collection and analysis of vegetation and invertebrate biodiversity data in both the north and south sides of the park. Various metrics of plant and invertebrate biodiversity were compared between the seeded and unseeded areas. Students from Jenison High School were involved in the data collection and analysis, increasing their exposure to scientific research and field sampling and developing their scientific literacy. A long-term database was developed, with the goals of facilitating park management decisions and driving future student research questions.

Especially within the light of the current loss of biodiversity, we want our students to gain a better understanding of the issues at stake in order to take action and support plants and their pollinators. Many educational approaches focus on honeybees, disregarding the vast diversity in the context of pollination systems and the complex (co-)adaptations on both plants and pollinators that evolved over time. This article tries to remedy this by providing scientific background and two practical teaching approaches including legumes (Fabaceae s. s., Faboideae) as one of the largest plant families worldwide, containing many well-known crop species. Legume flowers show specializations regarding pollination and are therefore excellent examples to teach not only about pollination and adaptations, but also conservation. The main elements of both teaching approaches are functional flower models. The first approach was developed for learners with little background knowledge on pollination, whereas the second approach is more elaborate.

The sounds of birds form the outdoor playlist of our lives. Birds appeal to the public, in part because of the wide variety of interesting sounds they make. This popularity has led to a long history of amateur participation in ornithology, which has recently produced rapid increases in freely available online databases with hundreds of thousands of bird sounds recorded by birdwatchers. These databases provide unique opportunities for teachers to guide students through processes to learn to identify bird species by their sounds. The techniques we summarize here include combining the auditory components of recognizing different types of sounds birds make with visual components of reading sonograms, widely available visual representations of sounds.

The Next Generation Science Standards regard biological structures at both the micro and macro levels as a core idea of life sciences and expect students to understand animals have external structures that perform diverse functions. Using the common creature of bees as a case, this study aimed to ascertain teenage students' ideas of bees through their visual representations. A total of 73 seventh-grade students aged approximately 13 years from two classes took part in a draw-bee(s) test (DBT), which requests them to create a drawing of a bee or bees. Then their completed drawings were scored against a tentative rubric of bees' basic external structures. The results highlight that many students hold alternative ideas about bees. Notably, a high number of students fail to depict bees' external structures scientifically, with some morphological features being most often missing, inaccurately numbered, inappropriately shaped, or disproportionately sized in their drawings. Based on these results, some implications are elucidated for improving students' understanding of bees in biological teaching.

Pedagogical research has demonstrated the effectiveness of authentic, inquiry-based research experiences in a classroom context for improving both cognitive and noncognitive learning outcomes for a broad range of students. Ecology labs are especially suitable for authentic classroom research experiences because they can be designed to integrate a number of important scientific skills. Here we describe a scaffolded, semester-long Course-based Undergraduate Research Experience (CURE) for an introductory ecology lab intended for sophomore-level university students who have completed introductory biology coursework. Learning objectives and skills emphasized by this project cover the gamut of activities involved in implementing a multipart, collaborative scientific project. These include scientific thinking, proper collection and curation of data, analytical skills (e.g., statistical reasoning, using statistical Geographic Information System [GIS] software), and communicating project results in both written and oral format. We emphasize the larger-scale collaborative framework as an approach that students are unlikely to have encountered previously, despite being applied commonly among practicing scientists. We also discuss ways this project could be scaled for different grade levels, access to field sites, and access to computing and other resources.

Engaging students in research is increasingly recognized as a valuable pedagogical tool that can augment student learning outcomes. Here, we present an original activity that utilizes research as pedagogy to teach upper-division college students about phenological responses to climate change. By studying phenological responses in multiple species, this activity emphasizes interspecific variability in responses to a changing climate (i.e., that not all species respond in the same way), while demonstrating the relationship between environmental and phenotypic variability. In this activity, students collect data from herbarium specimens of spring ephemerals native to North America and are tasked with formulating and testing hypotheses about how the day of year that a species' flowering occurs (i.e., flowering phenology) has been affected by climate change. To accomplish this, students perform linear regressions using the R programming language—including data exploration and ensuring the dependent variable follows a normal distribution—and subsequently present their results via oral presentation. We taught this activity as a three-unit lab in an upper-division ecology course and observed quantifiable improvement in student learning outcomes. While designed as a three-unit, upper-division lab, this activity can be modified for other educational levels, blocks of time, and/or as a flipped classroom activity. Through this activity, students are provided with the opportunity to learn about the scientific method, biological collections, linear regressions, the R programming language, and scientific communication. Changes to flowering time are one of the most conspicuous effects of climate change, thus presenting an ideal topic for engaging students in biological inquiry.

In this paper we present a flood of new water cycle resources created by a team of scientists, educators, and creatives to address existing limitations in water cycle resources. These resources can be used to add more details to your instruction, add context to the water cycle, be more intentional about including humans, and teach science literacy skills.