Using Problem-based Learning to Teach Concepts for Ecological Restoration

Abstract

The uncertainty that characterizes ecological restoration presents a challenge for both instructors and practitioners. There are uncertainties arising from unknown synergistic effects between organisms and their environment. There are more uncertainties due to insufficient data about the physical and biological features of an area and how it became degraded. These complexities are compounded by multiple perspectives involved in establishing appropriate restoration targets, identifying relevant reference ecosystems, and exploring potential novel ecosystems. In contrast to one-way knowledge dissemination common in most university settings, problem-based learning allows students to develop technical and problem-solving skills that we believe provide a valuable approach to working with the uncertainties and complexities inherent in ecological restoration. Problem-based learning promotes a better understanding of problems and teaches students to find their own solutions to restoring degraded environments and to expect uncertainty. We can also use problem-based learning to clarify the meaning and application of adaptive management as a process to reduce uncertainty. The three case studies we present to illustrate our point and the ecological concepts relevant to ecological restoration they represent are: 1) reductions in biodiversity on gulf islands; prey suppression, trophic cascades; 2) nitrogen fertilizer impacts on moles; prey switching, peripheral populations, invasive species, novel ecosystems; and 3) interspecific competition between squirrels; commensalism, niche width.