ABSTRACT
K. Chamany et al. argue for bringing social context into the teaching of biology and to ‘teach students to make connections between what they learn in the classroom and what they see in everyday life’. Landscape ecology bridges disciplines in its very essence, and the bridge connects very different disciplines and approaches to learning and learning outcomes, such as those found in the natural sciences and in landscape architecture and design. In this chapter, the authors focus on demonstrating a variety of tools, and they especially encourage understanding of skills and tools that are typically mastered and dominating in other fields to promote a cross-disciplinary understanding. They focus on establishing a classroom norm that encourages student thinking. The assignment is analyzing and planning for real-life changes in a real-world landscape. The location of the exercise is an island with a large number and variety of qualities, on top of a naturally limited total area.
