Key points are not available for this paper at this time.
Abstract Science education research based on the constructivist model of learning has emphasized the importance of understanding students' prior knowledge before beginning instruction. Of particular importance to educators is the complex issue of student misconceptions. Most misconception research has addressed the physical sciences, with relatively little attention to ecology. In this article, key ecological concepts are identified and related misconceptions and implications of the misconceptions are summarized. The author concludes that this area of study is critically important to environmental educators and researchers.
Bruce Munson (Fri,) studied this question.