How to Incorporate Experiential Learning in the Classroom to Address Complex Problems in Ecology

Abstract

An alternative to the use of live predators in the context of predator–prey feeding relationships for educational purposes is presented here. A group of 18 students was asked to maneuver a fictional predator (pipette), which was used to capture age-0 Shovelnose Sturgeon under different densities (1–30 fish per 40-L tank) and temperature treatments (13°C, 18°C, and 24°C). The data were then used to estimate the functional feeding response coefficients typical of a type II curve. Results indicated that the temperature treatments did not have a significant influence on the magnitude of the coefficients. However, the use of a fictional predator provided useful insight into behaviors (fish captured head first and off the bottom of the tank) that were more likely to lead to a predation event. This exercise also limited the mortality of organisms typically associated with these types of trials. Conclusions should provide students with a mechanistic understanding of predator–prey interactions by means of an experiential learning experience.

ACKNOWLEDGMENTS

I thank D. Armstrong, T. Bruce, B. Crider, B. Graff, M. Grey, E. Ipsen, A. Janke, S. Jenkins, M. Kaemingk, A. Kafle, J. Meecham, A. Rosburg, B. Schmitz, B. Smith, D. Stevens, T. Stevens, E. Ulrich, and M. Wagner for their participation in this experiment. I also am grateful to M. Kaemingk and M. Wuellner for providing constructive feedback on an earlier version of the article. Lastly, I thank the anonymous reviewer and Fisheries Science Editor who both provided helpful comments toward improvement of the article.

FUNDING

Funding for this project was provided by the U.S. Army Corps of Engineers (MIPR W59XQG11641574).