Effectiveness of Reptile Species Identification--A Comparison of a Dichotomous Key with an Identification Book

Autor/inn/en	Randler, Christoph; Zehender, Irene
Titel	Effectiveness of Reptile Species Identification--A Comparison of a Dichotomous Key with an Identification Book
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 2 (2006) 3, S.55-65 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Science Instruction; Animals; Teaching Methods; Books; Illustrations; Secondary School Students; Grade 6; Hands on Science; Identification; Science Achievement; Well Being; Student Interests; Difficulty Level; Models; Student Centered Learning; Pictorial Stimuli; Classification; Foreign Countries; Pretests Posttests; Recall (Psychology); Quasiexperimental Design; Comparative Analysis; Germany + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Animal; Tier; Tiere; Teaching method; Lehrmethode; Unterrichtsmethode; Book; Buch; Monographie; Monografie; Bildliche Darstellung; Sekundarschüler; School year 06; 6. Schuljahr; Schuljahr 06; Identifikation; Identifizierung; Well-being; Wellness; Wohlbefinden; Studieninteresse; Schwierigkeitsgrad; Analogiemodell; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Fantasieanregung; Classification system; Klassifikation; Klassifikationssystem; Ausland; Abberufung; Deutschland
Abstract	Species identification tasks are a prerequisite for an understanding of biodiversity. Here, we focused on different educational materials to foster the identification of six European reptile species. Our educational training unit was based on natural plastic models of six species and pupils either used an illustrated identification book or a dichotomous key. 71 secondary school pupils (6th graders) from four classes participated in our study and received a hands-on lesson about the identification of these species. 37 of them were aided by an identification book, and 34 received a dichotomous key. We found a significant increase in identification skills immediately after and with a delay of four weeks in both treatment groups. Further, we found no differences in achievement between both groups nor did we detect differences in the emotional variables (well-being, interest, boredom) or in the difficulty of the task. We propose that species identification should be taught in everyday school life using models and identification materials that allow a learner-centred environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01