Unravelling the holistic nature of ecosystems: biology teachers’ conceptions of ecosystem borders

Science and environmental educators implicitly presuppose that the ecosystem per se is clearly defined and consider learners’ misunderstandings to be incorrect scientific interpretations of uncontested knowledge content. The present study, however, explores how in-service secondary education Greek biology teachers address the topic of ‘ecosystem delimitation’ under the assumption that the ecosystem is an ill-defined concept. If it is to be...