Student science knowledge related to ecological crises

This paper reports on 4th, 8th and 11th grade students’ understanding of science and natural resource concepts related to current ecological crises. Public school students (N=467) in (N=41) public schools throughout the state of Maine, USA, were interviewed on a variety of concept principles considered critical to a full understanding of three ecological crises: acid rain, pollution and marine resource management. Related concepts included: geography, geology, physical and chemical factors, ecology, natural resources and decision making. The analysis considers student understanding as an integrated set or cluster of concepts related to the environment. This reflects a complex, integrated and multidisciplinary conception of a natural phenomenon. Results are summarized in generalized concept statements which children possess as well as those that are missing from their understanding. Common misconceptions are also noted. The results of this analysis have implications for teaching about current ecological crises and the design of science education curriculum materials.