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The Framework

The Four Dimensional Ecology Education (4DEE) Framework

The four dimensions of the Four Dimensional Ecology Education (4DEE) Framework are Core Ecological Concepts, Ecology Practices, Human-Environment Interactions, and Cross-Cutting Themes. Integration across the dimensions is a hallmark of the framework. The ultimate goal is for the four dimensions to be taught as integrated units, courses, and curricula.

A graphic depicts the three cross-cutting themes of the 4DEE framework as a triangle within a circle.

Each dimension of the framework is further expanded with “elements” within each dimension. By clicking on each element, you can explore explanations of these elements in the context of ecology education.


The current 4DEE framework does not include ecological understandings associated with traditional ecological knowledge (TEK). The Transforming Ecology Education (TEE) project of ESA is actively working with indigenous scholars to reconceptualize the framework from indigenous perspectives.

A bumble bee sits atop a yellow flower.
Core Ecological Concepts
A group of investigators in the field sift through a dragnet.
Ecology Practices
View of a bay with dead trees in the shallows (foreground).
Human-Environment Interactions
A humming bird sits atop a green leaf facing to its right.
Cross-cutting Themes

Core Ecological Concepts (CEC)

The list of concepts covers a collection of related concepts critical to understanding ecology. It is based, in large part, on the material presented in introductory ecology textbooks. These concepts are used by many ecology educators to construct our syllabi, to assess student learning, and to shape our undergraduate degree programs.

At the smallest level of ecological organization, ecologists investigate how living organisms (both unicellular and multicellular) interact as individuals with the biotic and abiotic components of their environment, including how they obtain resources and are affected by or respond to disturbances and environmental changes, including climate change. Ecological studies of organisms, or autecology, use approaches from areas including physiological ecology and animal behavior, and explore concepts such as growth, energy allocation, and the fundamental niche.

Populations are groups of individuals of the same species living in the same place at the same time. Demography and life histories connect traits of individual organisms to the structure and dynamics of populations. Studies of populations measure dispersion (or spacing) of individuals, population growth, population regulation, and population fluctuations. These measures can reflect how populations are affected by environmental changes, such as from disturbances or climate change, as well as intra- and interspecific interactions like competition, predation, and host-parasite interactions.

Communities are groups of multiple species living in the same place at the same time. The study of community ecology focuses on how organisms of different species interact with each other (interspecific relationships) and the structure, dynamics, and function of communities that result from those interactions (e.g., community composition including keystone and dominant/rare species, succession, trophic cascades, community stability). Interspecific interactions include competition, exploitation (e.g., predation, herbivory, parasitism), mutualisms, among others, and are often studied using population and behavioral approaches. Such relationships affect the realized niche of interacting species by influencing distributions, resource use, and survival strategies. They also drive patterns of community structure (species richness, evenness, and food webs) that create variation among communities across space and time. Differences in community structure have the potential to result in variation in community function.

Ecosystems are specific bounded geographic areas that include all the living organisms and nonliving aspects of the physical environment. Ecosystems can range in size (<0.01 cm2 to >10,000 hectares) and habitat type (terrestrial, aquatic, urban, etc.). Ecosystem ecologists study how interactions of organisms with one another such as through trophic interactions, and how abiotic factors affect patterns of energy flow, nutrient cycling and biogeochemical transformations. Ecosystem ecologists also investigate how ecosystem-level variables are affected by or respond to disturbances, including climate change.

Landscape ecology focuses on understanding how spatial heterogeneity, including patches, corridors, and barriers, shapes the patterns and movement of species and the flow of energy and resources across ecosystems. It also emphasizes the role of environmental gradients, such as spatial changes in moisture, temperature, or nutrient availability, in influencing individuals, population dynamics, species distribution, ecosystem functioning and more.

Biomes are large-scale areas of similar vegetation types defined by distinct climate conditions and other environmental characteristics, derived from continental and global scales of analyzing ecological communities. The existence of different biomes—such as tundra, boreal forest, deciduous forest, grassland, shrubland, desert, and tropical rainforest—arises from variation in temperature, precipitation, and other factors driven by geographic context, including latitude and elevation. These factors shape the types of organisms that can persist in each biome, influencing biodiversity, ecosystem function, species interactions, and the overall flow of energy and resources within the biome.

The biosphere is the region of the Earth comprising living organisms and the non-living factors that sustain and influence life. The study of global ecosystems may include distributions, processes, and impacts across large spatial scales. Examples of ecological studies of the biosphere include biogeography at the global level and global climate change.

Ecology Practices (EP)

This list of practices elucidates the basic components associated with the scientific process (e.g., making observations, collecting data, and generating and testing hypotheses) (Moore 1993, Understanding Science Flowchart 2008). It represents an essential description of approaches and skills used in and necessary for doing science, with particular attention to how ecological science is conducted. Clearly, many of these practices reflect common conceptualization of scientific literacy used in most scientific disciplines (Brewer and Smith 2011, Table 2.1; National Research Council 2013, Appendix F) with some components unique to ecology.

Natural history as a practice involves observations and pattern recognition that may lead to the generation of hypotheses and observational studies. Natural history often intersects with fieldwork that includes data collection. Examining nature in this context does not imply a pristine environment without the presence of humans, because much can be learned about ecological systems in human-impacted places. 

Fieldwork involves collecting data in the field (i.e., environments where organisms live and interact with one another and their surroundings). Fieldwork often intersects with natural history and includes practices such as field identification of organisms and habitat assessment. In many ecological studies, fieldwork is combined with lab work, through which analysis of field-collected samples takes place.

Designing investigations involves familiarity with basic modes of ecological inquiry (description, comparison, experimentation, modeling); searching, reading, and synthesizing the primary scientific literature; and identifying research questions and appropriate methods for collecting and analyzing data to answer those questions. Conducting investigations includes collecting data with appropriate research approaches and formulating arguments based on evidence from investigations. Critiquing investigations includes identifying limitations of experimental and study designs and evaluating claims made as a result of the investigations. This process is often mediated through reviewing and synthesizing the primary scientific literature. 

Quantitative reasoning and computational thinking involve analyzing and interpreting ecological data, sometimes using large or complex datasets, to identify patterns, trends, and relationships. This type of thinking includes using computational tools and models to simulate ecological processes, as well as applying mathematical and statistical methods. Additionally, computational thinking encompasses non-computer-driven approaches, such as breaking down complex problems, recognizing patterns, and using algorithmic approaches to solve ecological challenges at various scales. 

Data analysis includes data science skills (inputting data, data-mining, data cleaning), data visualization, and use of analytical tools (e.g., spreadsheets, R, GIS) appropriate for the data type (qualitative or quantitative data). Data interpretation integrates understanding of data visualizations and the results of data analysis in the context of the other three dimensions: Core Ecology Concepts, Human-Environment Interactions, and Cross-Cutting Themes.

In ecology, working collaboratively involves partnering with natural, physical, social, and local community scientists, indigenous knowledge holders, and other stakeholders for the purpose of advancing scientific discovery and co-creating knowledge. Skills for effective collaboration can be advanced through collaboration that promotes development of metacognitive, interpersonal communication, and other abilities.  

Communicating ecology involves conveying the concepts, outcomes, and implications of ecological research to both scientific and non-scientific audiences- often with the purpose of integrating and applying ecological knowledge in new contexts or audiences. This includes sharing findings within the scientific community to advance disciplinary knowledge and externally to stakeholders, such as decision-makers, resource managers, and the general public, to influence behavior, inform policy, and promote ecological understanding. Effective communication practices should be tailored to the audience and purpose, whether through scientific manuscripts, policy briefs, public engagement efforts, or other means. Alongside communication, applying ecological concepts and practices to existing and new contexts, situations, and challenges is an important way to advance research and demonstrate the value of ecology to inform environmental management, public policy, decision making, and other individually and socially relevant concerns and social-environmental problem solving.

Human-Environment Interactions (HEI)

The ideas listed here emphasize that bi-directional interrelationship between humans and the Earth’s biota and physical environment, with particular attention to the normative values underlying decision-making and policy (Collins et al. 2011, Jablonski et al. 2015). Incorporating the human-environment interactions into the 4DEE framework recognizes that every place is shaped by humans and every human need is shaped by the environment. Within the discipline, ecologists have recognized the importance of the connections between humans and the environment in shaping the future of the planet and the discipline of ecology (Lubchenco et al. 1991, Crutzen and Stoermer 2000, Palmer et al. 2005). Over 1000 ESA members responded to the 2007 Vice Presidents’ Survey on Ecological Literacy, and nearly half of the essential elements of ecological literacy mentioned were related to human-environment interactions (McBride et al. 2011). Socio-ecological problems are some of the greatest challenges facing society today. Resolving these challenges requires that scientists engage with society and embrace an interconnected approach. To that end, educational efforts must ensure that ecology students- and even ecology as a discipline – attend to the interaction between humans and the environment.

Humans have a reciprocally dependent relationship with nature as encompassed by the concept of social-ecological systems. Humans rely on the environment for vital natural resources and ecosystem services and the state of the environment is affected by human actions, which can negatively affect the environment in ways that feedback to impact human health and socio-economic systems. 

Humans, with a global population exceeding 8 billion and advanced technologies, have profoundly altered the environment both intentionally and unintentionally, leading some scientists to propose a new geological epoch: the Anthropocene. This human-dominated era is marked by accelerating climate change, biodiversity loss, and widespread pollution. Ecologists have expanded their focus to include human-shaped ecosystems and applied science to conserve biodiversity, manage resources sustainably, and restore habitats. There is growing recognition that both intentional and unintentional human activities now drive many ecological patterns and processes, emphasizing the urgent need for ecologically informed decisions to promote sustainable outcomes for both humans and ecosystems.

The responsible use of natural resources by individuals, groups, and institutions sustains future generations. In this context, ecological ethics are principles and values humans use to approach and address environmental problems, challenges, and opportunities. Ethical considerations may influence access to resources and consumption patterns, fostering sustainability, stewardship, and environmental justice. Ecologists and others may ascribe service value to an ecosystem (including monetary value) to inform decision-making, also called ecological economics. These decisions impact the health and livelihood of entire communities (e.g., neighborhoods). Environmentally just actions can include equal access to benefits and burdens of these decisions and equal representation of the decision-making process. Environmental justice may also involve critically evaluating how and who practices ecology, through a humanistic lens, which can include decoloniality. Humans are inherently biased; thus, our study of species, systems, and places is subsequently biased, as is the access to and degradation of resources.

 Cross-Cutting Themes (CCT)

The list here represents the concepts that “bridge disciplinary boundaries, uniting core ideas throughout the fields of science and engineering” (e.g., see Appendix G- NRC 2013). As such, these cross-cutting themes are a powerful and unifying way to study ecology across multiple, interacting systems.”Some of the cross-cutting themes more directly relate to current ecological concepts, whereas others interrelate to other disciplines and are often explored through those disciplinary scientific practices. Vision and Change in Undergraduate Biology Education (Brewer and Smith 2011) recommended that “all undergraduates need to understand” evolution, pathways, and transformations of energy and matter, information flow, exchange, and storage, structure and function, and systems. Five cross-cutting themes are emphasized below that are particularly important in ecology: pathways and transformations of matter and energy, structure and function, systems, evolution, and space and time.

Considering the structure and function of biological systems across hierarchical scales of organization provides a framework for understanding relationships that underlie the complexity of ecological interactions. Ecologists examine how organismal traits and their properties contribute to the ecological roles of organisms and to functioning of ecosystems and in turn how these respond to evolutionary pressures. At broader scales, ecologists also explore how the structure of landscapes and ecosystems affect their functions, response to perturbations, and their conservation.

Living systems–including cells, organisms and ecosystems–depend on transformations of matter and energy to sustain themselves. The patterns of how energy and matter move through these systems is described by pathways, such as the movement of carbon from the atmosphere into plants into herbivores and then carnivores. At cellular and organismal levels, ecologists think about pathways and transformations of matter and energy in terms of metabolism and related processes of acquiring energy and nutrients. At larger scales of communities and ecosystems, the focus becomes how energy and matter move through food webs and between abiotic and biotic pools of molecules and materials. 

 Systems are sets of interrelated elements (parts) that have relationships and function together as a whole. In ecology, holistic understanding of the complex connections and indirect interactions between organisms and their physical environment requires systems thinking, which includes examining interconnectedness, stocks and flows, emergent properties, feedback loops, tipping points, and more. 

Evolution, one of the founding principles of biology and ecology, results in the diversity of life found on earth, including genetic, species, and ecosystem diversity. Patterns and processes in ecological systems result from the evolution of populations. At all scales of ecological organization represented in the CECs, ecologists can examine the impact of evolutionary processes. For example, at the level of organisms, abiotic and biotic factors act as selective pressures that influence individuals’ fitness and the evolution of adaptations.  Evolutionary processes also affect species interactions with impacts at the community and ecosystem levels. In addition, evolution can intersect with HEI as human-induced environmental change can affect the evolution of populations and species. Evolutionary processes occur over both space and time.

Ecological patterns and processes emerge over space and time. The spatiotemporal scales of ecological studies can vary greatly, and patterns over space and time, such as evolution, stability, resilience, and biogeography, are important for understanding ecological systems at all scales of ecological organization represented in the CECs.

References

Brewer, CA & D Smith, eds. 2011. Vision and Change in Undergraduate Biology Education: A Call to Action. American Association for the Advancement of Science.

Collins, SL, SR Carpenter, SM Swinton, DE Orenstein, DL Childers, TL Gragson, NB Grimm, JM Grove, SL Harlan, JP Kaye, AK Knapp, GP Kofinas, JJ Magnuson, WH McDowell, JM Melack, LA Ogden, GP Robertson, MD Smith, & AC Whitmer. 2011. An integrated conceptual framework for long-term social–ecological research. Frontiers in Ecology and the Environment 9:351–357.

Crutzen, PJ & EF Stoermer. 2000. The Anthropocene. IGBP Newsletter 41:17-18.

Jablonski, LM, K Klemow, & G Puttick. 2015. Achieving energy and ecological literacies for all: Linking ecology and energy education. Perspectives from sessions at Ecological Society of America (ESA) 2014 annual meeting. Journal of Sustainability Education 8.

Lubchenco, J, AM Olson, LB Brubaker, SR Carpenter, MM Holland, SP Hubbell, SA Levin, JA MacMahon, PA Matson, JM Melillo, HA Mooney, CH Peterson, HR Pulliam, LA Real, PJ Regal, & PG Risser. 1991. The Sustainable Biosphere Initiative: An ecological research agenda: A report from the Ecological Society of America. Ecology 72:371-412.

McBride, BB, CA Brewer, M Bricker, & M Machura. 2011. Training the next generation of renaissance scientists: The GK-12 ecologists, educators, and schools program at The University of Montana. BioScience 61:466–476.

Moore, JA. 1993. Science as a Way of Knowing. The Foundations of Modern Biology. Harvard University Press.

National Research Council. 2013. Next Generation Science Standards: For States, by States. The National Academies Press.

Palmer, MA, ES Bernhardt, EA Chornesky, SL Collins, AP Dobson, CS Duke, BD Gold, RB Jacobson, SE Kingsland, RH Kranz, MJ Mappin, ML Martinez, F Micheli, JL Morse, ML Pace, M Pascual, SS Palumbi, O Reichman, AR Townsend, & MG Turner. 2005. Ecological science and sustainability for the 21st century. Frontiers in Ecology and the Environment 3:4-11.

Understanding Science Flowchart. 2008. https://undsci.berkeley.edu/understanding-science-101/how-science-works/the-real-process-of-science/.

The original 4DEE framework was updated and released in July 2018 – Download Summary Paper [docx].

On November 14, 2018, the Governing Board of the Ecological Society of America voted unanimously to endorse the 4DEE framework. https://t.co/R2dzAn5KS6.

An archive of the original framework can be found at