Optimising UK urban road verge contributions to biodiversity and ecosystem services with cost-effective management

Urban road verges can contain significant biodiversity, contribute to structural connectivity between other urban greenspaces, and due to their proximity to road traffic are well placed to provide ecosystem services. Using the UK as a case study we review and critically evaluate a broad range of evidence to assess how this considerable potential can be enhanced despite financial, contractual and public opinion constraints. Reduced mowing frequency and other alterations would enhance biodiversity, aesthetics and pollination services, whilst delivering costs savings and potentially being publically acceptable. Retaining mature trees and planting additional ones is favourable to residents and would enhance biodiversity, pollution and climate regulation, carbon storage, and stormwater management. Optimising these services requires improved selection of tree species, and creating a more diverse tree stock. Due to establishment costs additional tree planting and maintenance could benefit from payment for ecosystem service schemes. Verges could also provide areas for cultivation of biofuels and possibly food production. Maximising the contribution of verges to urban biodiversity and ecosystem services is economical and becoming an increasingly urgent priority as the road network expands and other urban greenspace is lost, requiring enhancement of existing greenspace to facilitate sustainable urban development

Effects of Teacher Training in Systems Thinking on Biology Students—An Intervention Study

Systems thinking provides many advantages in solving complex scientific, economic and sociocultural problems in the field of education for sustainable development. Various studies have shown that systems thinking can be promoted in students at all levels of school education. Previous studies have mainly focused on how to directly develop and support systems thinking in students. The present study focused on biology teachers by investigating the extent that their content knowledge (CK) and pedagogical content knowledge (PCK) augments systems thinking in students attending biology classes. On the basis of the finding that content knowledge (CK) and pedagogical content knowledge (PCK) are an essential aspect of any type of training, we investigated in a teacher training program the effects of varying amounts of CK and PCK to the ability of biology teachers to foster systems thinking in students. Therefore, a quasi-experimental intervention study was implemented in a pre- and posttest control group design. The results revealed that biology teacher training can sufficiently improve systems thinking in biology students and that PCK plays an at least equally important role as CK in promoting systems thinking