000			nab a22 7a 4500
999			_c87381 _d87381
003			OSt
005			20230911154037.0
008			230911b xxu||||| |||| 00| 0 eng d
022			_a0002-7685
040			_cHBC
082			_a574.07/Kid
100			_aKidd, Aaron E.
245			_a Exploring Energy Distribution in Ecosystems by Integrating a Classroom-Level Biological Survey
260			_aVirginia: _bNational Association of Biology Teachers, _c2023.
300			_a152–158.
520			_a Energy and biomass distribution in the ecological sciences have long been approximated by complex, often idealized scientific models. When utilized appropriately, these models are powerful tools for students, who must organize evidence and make data-driven predictions surrounding trophic level interactions. However, the abstract nature of ecological models can present a significant challenge to students who generally require concrete experiences to make sense of complex scientific ideas. Inquiry-centered field experiences serve to bypass this barrier, providing much-needed context by leveraging student data to develop a deep conceptual understanding of foundational ecological principles.
650			_aBiology Education
773	0		_080228 _982682 _dNational Association of Biology Teachers California _oS2115 _tAmerican Biology Teacher _x0002-7685
942			_2ddc _cAR