Details
| Originalsprache | Englisch |
|---|---|
| Aufsatznummer | 849 |
| Fachzeitschrift | Education Sciences |
| Jahrgang | 12 |
| Ausgabenummer | 12 |
| Publikationsstatus | Veröffentlicht - 23 Nov. 2022 |
| Extern publiziert | Ja |
Abstract
The loss of biodiversity and the accompanying “plant blindness” are major problems for mankind. Biology classes in Germany deal with this topic with the aim of enabling students to identify plants in their surroundings. Here, the process of plant identification plays a key role. To render the process of plant identification, more student-oriented, new digital approaches are being developed. Thus, teachers are now being confronted with digital tools for plant identification without having exact knowledge of their added value. This intervention study was therefore conducted in order to determine the effects on learning by means of a paper-based dichotomous identification key (Eikes Baumschule) and a digital identification app (ID-Logics). The results show that both tools have individual media-related differences that should be considered when designing learning strategies: With the previously reduced, paper-based tool, students can identify plants more quickly and often more correctly. However, the digital app has advantages in terms of enjoyment and learning about individual characteristics of plants. The study shows the challenges and opportunities associated with the (digital) medium. Furthermore, it sheds light on the process of species determination and reveals further fields of research in science education.
ASJC Scopus Sachgebiete
- Informatik (insg.)
- Informatik (sonstige)
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
- Psychologie (insg.)
- Pädagogische und Entwicklungspsychologie
- Gesundheitsberufe (insg.)
- Physiotherapie, Sporttherapie und Rehabilitation
- Informatik (insg.)
- Angewandte Informatik
- Sozialwissenschaften (insg.)
- Public administration
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in: Education Sciences, Jahrgang 12, Nr. 12, 849, 23.11.2022.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Plant Identification in the 21st Century
T2 - What Possibilities Do Modern Identification Keys Offer for Biology Lessons?
AU - Finger, Alexander
AU - Groß, Jorge
AU - Zabel, Jörg
N1 - Publisher Copyright: © 2022 by the authors.
PY - 2022/11/23
Y1 - 2022/11/23
N2 - The loss of biodiversity and the accompanying “plant blindness” are major problems for mankind. Biology classes in Germany deal with this topic with the aim of enabling students to identify plants in their surroundings. Here, the process of plant identification plays a key role. To render the process of plant identification, more student-oriented, new digital approaches are being developed. Thus, teachers are now being confronted with digital tools for plant identification without having exact knowledge of their added value. This intervention study was therefore conducted in order to determine the effects on learning by means of a paper-based dichotomous identification key (Eikes Baumschule) and a digital identification app (ID-Logics). The results show that both tools have individual media-related differences that should be considered when designing learning strategies: With the previously reduced, paper-based tool, students can identify plants more quickly and often more correctly. However, the digital app has advantages in terms of enjoyment and learning about individual characteristics of plants. The study shows the challenges and opportunities associated with the (digital) medium. Furthermore, it sheds light on the process of species determination and reveals further fields of research in science education.
AB - The loss of biodiversity and the accompanying “plant blindness” are major problems for mankind. Biology classes in Germany deal with this topic with the aim of enabling students to identify plants in their surroundings. Here, the process of plant identification plays a key role. To render the process of plant identification, more student-oriented, new digital approaches are being developed. Thus, teachers are now being confronted with digital tools for plant identification without having exact knowledge of their added value. This intervention study was therefore conducted in order to determine the effects on learning by means of a paper-based dichotomous identification key (Eikes Baumschule) and a digital identification app (ID-Logics). The results show that both tools have individual media-related differences that should be considered when designing learning strategies: With the previously reduced, paper-based tool, students can identify plants more quickly and often more correctly. However, the digital app has advantages in terms of enjoyment and learning about individual characteristics of plants. The study shows the challenges and opportunities associated with the (digital) medium. Furthermore, it sheds light on the process of species determination and reveals further fields of research in science education.
KW - media in education
KW - mobile learning
KW - species identification
KW - teaching/learning strategies
UR - http://www.scopus.com/inward/record.url?scp=85144728286&partnerID=8YFLogxK
U2 - 10.3390/educsci12120849
DO - 10.3390/educsci12120849
M3 - Article
VL - 12
JO - Education Sciences
JF - Education Sciences
SN - 2227-7102
IS - 12
M1 - 849
ER -