The Contribution of Dichotomous Keys to the Quality of Biological-Botanical Knowledge of Eighth Grade Students

Autor/inn/en	Andic, Branko; Cvijeticanin, Stanko; Maricic, Mirjana; Steševic, Danijela
Titel	The Contribution of Dichotomous Keys to the Quality of Biological-Botanical Knowledge of Eighth Grade Students
Quelle	In: Journal of Biological Education, 53 (2019) 3, S.310-326 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2018.1469540
Schlagwörter	Middle School Students; Secondary School Science; Grade 8; Science Instruction; Teaching Methods; Biology; Botany; Plants (Botany); Foreign Countries; Classification; Knowledge Level; Educational Benefits; Science Process Skills; Montenegro + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Biologie; Botanik; Pflanze; Ausland; Classification system; Klassifikation; Klassifikationssystem; Wissensbasis; Bildungsertrag
Abstract	The aim of the research is to examine the contribution of applying author-generated dichotomous keys (digital key - DDK and print key - DPK) to the quality and durability of the knowledge of eighth grade students about the "Systematic and classifications of plants (Bryophyta, Pteridophyta, Gymnosperms and Angiosperms)", as compared to traditional teaching. The study included 180 eighth grade students from Montenegro (12-13 years old) divided into three groups: E[subscript 1] (where content was learned through DPK), E[subscript 2] (where content was learned through DDK) and K (where content was learned through the verbal-textual method). Dichotomous keys contributed to increasing the quality and durability of the knowledge acquired in comparison to traditional teaching at the cognitive levels of analysis, evaluation and synthesis. DDK contributed to the higher quality and durability of student knowledge in comparison to DPK at the cognitive levels of evaluation and synthesis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01