There has been increasing emphasis on pollinator conservation education to solve the global decline of pollinators and subsequent effects on human well-being (Potts et al., 2016). Greater understanding of pollination systems may lead to more informed decision-making about pollinator conservation (Golick et al, 2017). By measuring conceptual understanding of pollination systems, educators can easily recognize and clarify prevalent conceptual problems in their classroom (Smith & Tanner, 2010). One way to assess conceptual understanding is by developing instruments that elicit student thinking and misconceptions about particular concepts (Garvin-Doxas et al., 2007; D’Avanzo, 2009). In this preliminary study, we developed and evaluated a new instrument to assess undergraduates’ knowledge of pollination systems and conservation. The pollination knowledge assessment instrument (PKAI) is a 69-item multiple true-false test that encompasses three constructs of pollination knowledge related to 1) plant structures, 2) pollinator structures and behaviors, and 3) the function of pollination systems and pollinator conservation (Golick et al., 2017). The PKAI is developed from Golick et al.’s (2017) framework, and was refined to its current form based on discussions with entomology experts and semi-structured think-aloud interviews with students. We piloted the PKAI with ~250 undergraduates in a general science course centered on solving socio-environmental issues. We presented the PKAI before and after the unit in the course focused on pollinator management and conservation strategies
Results/Conclusions
Preliminary analysis of the PKAI indicates that the instrument is able to accurately detect student misconceptions in all aforementioned constructs (e.g. 1.) the process of pollination includes fertilization, 2) any animal attracted to a flower acts as a pollinator, and 3) all pesticides are harmful to pollinator). The PKAI also measured a 7% increase in student performance, indicating an increase in conceptual understanding. However, we need further refinement of the PKAI to streamline the number of items while ensuring adequate coverage of the three constructs in Golick et al.’s (2017) framework. Assessment tools like PKAI may aid ecology educators in exploring individuals’ conceptual understanding, identifying areas of misconceptions, and thus refining educational programming aimed at improving learners’ knowledge of pollination systems and pollinator conservation.