The interdependence of living organisms and related ecology concepts are often difficult for students to grasp if they only study them from textbooks. To really understand how habitat fragmentation affects biodiversity, it is best to allow students to study it in the field. In the activities described here, I used inquiry as a basis for experiential learning. Focusing on two natural areas of unequal size, students investigated the areas to assess arthropod species richness and examine whether it was correlated with the size of the area. By establishing 10 daily observation periods and identifying arthropods in each session, students observed firsthand the relationship of species richness to biodiversity and that the size of the natural area was not significant. This translated to a greater understanding of biodiversity and its role in the relationships of living organisms in a local ecosystem. Students also gained valuable insight into how scientific studies are conducted.
Skip Nav Destination
Research Article| September 01 2016
Studying Arthropod Species Richness in a School-Yard Natural Area: Using Inquiry to Engage Student Interest in Scientific Studies
Jeffrey A. Baker
Jeffrey A. Baker
1JEFFREY A. BAKER is a Muskingum Valley Educational Service Center Science Teacher at Alpha School, 1086 Township Rd., 197 NE, Crooksville, OH 43731; e-mail: email@example.com.
Search for other works by this author on:
The American Biology Teacher (2016) 78 (7): 575–579.
Jeffrey A. Baker; Studying Arthropod Species Richness in a School-Yard Natural Area: Using Inquiry to Engage Student Interest in Scientific Studies. The American Biology Teacher 1 September 2016; 78 (7): 575–579. doi: https://doi.org/10.1525/abt.2016.78.7.575
Download citation file:
Don't already have an account? Register
You could not be signed in. Please check your email address / username and password and try again.
Could not validate captcha. Please try again.