Biology and ecology students' biodiversity fixations

This paper discusses the challenges of understanding the term biodiversity and the interpretation of biodiversity indices in complex ecological processes like succession. We compared the understanding of the term „biodiversity“ between university Biology and Ecology students. First, we tested how strongly the fixation „biodiversity – the diversity of species” is present in both groups. Then both groups combined were offered a field trip experience to compare „climax” and successional forest by students performing biodiversity evaluation and calculating biodiversity indices (S, H’, E). The post-field trip exam enabled us to test the presence of the second fixation: high species richness implies high conservational value. Students’ personal experience in the field helped them overcome the fixations. Above 70 % chose the „climax” forest for conservation even though the species richness and biodiversity indices were lower than for the successional forest. This was evident from students’ arguments in the exam, where students pointed out that forest age, habitat stability and nativeness of species mattered in their decision for conservation. Around 40 % of students used the calculated biodiversity indices in their argumentations and interpreted them correctly. The fixation „higher richness – higher nature conservation value” was detected in slightly more than 10 % of students. Results show that both studied fixations exist in students’ perception of biodiversity since complex biodiversity-related situations like successions can challenge students’ perceptions. However, if we provide learning activities that are reflective and encourage students to be critical of their own understanding, both biodiversity-related fixations can be overcome by students.