Cognitive Achievements in Identification Skills

Autor/inn/en	Randler, Christoph; Bogner, Franz X.
Titel	Cognitive Achievements in Identification Skills
Quelle	In: Journal of Biological Education, 40 (2006) 4, S.161-165 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
Schlagwörter	Animals; Academic Achievement; Identification; Biodiversity; Grade 9; Grade 8; Teaching Methods; Students; Cognitive Style; Secondary School Students; Conventional Instruction; Hands on Science; Biology; Secondary School Science; Foreign Countries; Science Education; Germany + Suchen Sie Ihr Suchwort? Animal; Tier; Tiere; Schulleistung; Identifikation; Identifizierung; Biodiversität; School year 09; 9. Schuljahr; Schuljahr 09; School year 08; 8. Schuljahr; Schuljahr 08; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Schüler; Schülerin; Studentin; Cognitive styles; Kognitiver Stil; Sekundarschüler; Biologie; Ausland; Naturwissenschaftliche Bildung; Deutschland
Abstract	Species identification tasks are generally accepted as fundamental aspects of biodiversity education. Our educational training unit, therefore, focused on identification skills by introducing stuffed specimens in combination with identification books and preparation booklets. We limited the number of bird species to six. 492 secondary school pupils (163 from 8th grade [high stratification level] and 329 from 9th grade [medium stratification level]) participated in the study. Instruction-1 pupils received a hands-on lesson about the natural history of six bird species, while Instruction-2 pupils were taught in a conventional teacher-centred manner. Pupils from the hands-on classes achieved significantly better grades in two follow-up tests. The measure of well-being was significantly enhanced by the teaching technique, while interest, anxiety and boredom were not affected. Additionally, pupils appreciated the opportunity of self-regulation. In general, a shift from the unspecific to the specific was observed: for instance, from duck and gull to mallard and black-headed gull. A reduction in the number of species presented to pupils within a lesson seems to enhance learning and retention effects. (Contains 2 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10