Teaching Species Identification--A Prerequisite for Learning Biodiversity and Understanding Ecology

Autor/in	Randler, Christoph
Titel	Teaching Species Identification--A Prerequisite for Learning Biodiversity and Understanding Ecology
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 4 (2008) 3, S.223-231 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Field Trips; Science Activities; Prerequisites; Lifelong Learning; Identification; Ecology; Biodiversity; Students; Science Instruction; Plants (Botany); Animals; Learning Activities; Science Process Skills; Secondary School Science; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Exkursion; Voraussetzung; Life-long learning; Lebenslanges Lernen; Identifikation; Identifizierung; Ökologie; Biodiversität; Student; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pflanze; Animal; Tier; Tiere; Lernaktivität; Ausland; Deutschland
Abstract	Animal and plant species identification is often emphasized as a basic prerequisite for an understanding of ecology and training identification skills seems a worthwhile task in biology education. Such identification tasks could be embedded into hands-on, group-based and self-determined learning: a) Teaching and learning should make use of a small selection of species (6-8) and b) these species should be embedded into learning about their natural and life history; c) different materials could be used for identification, i.e. stuffed taxidermies, plastic models or pictures. However, pictures seem only a second choice; d) ideally, pupils use identification books or dichotomous keys for their identification task to foster their methodological skills and to promote lifelong learning by enabling them to make use of such books and keys; e) if the preference is on identification keys rather than on illustrated material, pupils should be trained previously to cope better with the extrinsic load put on them by the difficult material; f) outdoor field trips and excursions should be employed only after a proper preparation in the classroom. (Contains 8 figures.) (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10