Document: JAM-3-28-33

Simulating and modeling island biogeography theory in an undergraduate field ecology course.

ROWAN, D.E.*, J.W.HAEFNER and A.M.LINDAHL

Utah State University, Logan, UT 84322 USA ¹

Abstract:
We have completed three years of a project to incorporate problem-based mathematical modeling into introductory and advanced biology laboratory exercises. We chose island biogeography theory because it spans several ecological concepts and is easily modeled using basic algebra. In the classroom, we first use concept mapping to explain relationships between and among variables determining insular species number. Outdoors, students simulate island theory by throwing discs ("species") at small(0.25m²) and large (0.50m²) quadrats ("islands") placed near to (2m) and far from (4m) a source population. Students record resident species number, abundance, and immigration and extinction events over 10, 15-s colonization events. Students perform three replicates. The model we develop uses these data to predict the equilibrium number of island species (S). Island area (A) and S estimates may also be used to estimate constants of a well-known species-area model (S=cA^z). We used pre- and post-testing as a measurement tool to assess student learning (n=32) of three relevant categories of quantitative problem-solving skills. Our evaluations show a mean relative test score improvement of 44.5% (P < 0.0001) as well as significant increases in each skill (range 0.006 < P < 0.01). We think combining cognitive teaching strategies with problem-based mathematical modeling methods can enhance student understanding and application of biological concepts. We discuss student and teacher attitudes.

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This abstract is being presented at: 11:00 AM in session:
Oral Session #24: Ecological Learning Activities.