TY - JOUR

T1 - An app by students for students

T2 - the DPaCK-model for a digital collaborative teamwork project to identify butterflies

AU - Baumann, Birgit

AU - Groß, Jorge

AU - Michelsen, Malte

N1 - First of all, we want to thank all the wonderful teachers and students who have been taking part in the project until now. We are very excited to the student’s convention this summer with many of you to publish your and our product – the identification-app ID-Logics for butterflies. We also want to thank Hansjörg Küster, Institute of Geobotany at Leibniz University Hannover, Germany, for his very partnership. And we are very grateful and want to thank as well the Niedersächsische Bingo-Umweltstiftung (Lower Saxony Bingo environmental foundation) and Sparkassen in Niedersachsen (Savings Banks in Lower Saxony) for their funding of the project. Open Access funding provided by the Open Access Publishing Fund of Philipps-Universität Marburg with support of the Deutsche Forschungsgemeinschaft (DFG, German Research Foundation).

PY - 2023/8/4

Y1 - 2023/8/4

N2 - Acquiring digital literacy has become one of the most important tasks in school. But also acquiring species knowledge is an important task and essential to understand the value of biodiversity. In order to achieve this, a toolbox was developed to enable students to create an identification key on any group of living species. This can be either a species group of animals or plants or living creatures of the school ground. It is based on the interactive identification tool “ID-Logics” which was changed into an easy-to-use learning platform for the students. The students (n = 26, age 11–13, Gymnasium) were interviewed using the method of Retrospective Inquiry into Learning Process to capture changes in imagination. The results were analyzed and discussed using the DPaCK-Model. Based on the data, we can demonstrate the utility of the DPaCK-Model and discuss the implications for (biology) teaching. The DPaCK-Model proves to be a useful tool for analyzing this student project from the subject didactic perspective. Compared to the TPaCK-Model, digitality brings up new aspects, which we discuss in terms of the implications for (biology) teaching. In summary, the focus of the ID-Nature project is on: Collaboration, cooperation, and participation combined with publication, sharpening the eye for characteristic items for identification. And this is the new challenge of digitality. The orientation framework for the acquisition of digital competences developed for teacher education should also be seen as an enrichment for students. In accordance with these results, guidelines were set up for teaching digital literacy. The project is furthermore seen as an example for Education for sustainable Development (ESD).

AB - Acquiring digital literacy has become one of the most important tasks in school. But also acquiring species knowledge is an important task and essential to understand the value of biodiversity. In order to achieve this, a toolbox was developed to enable students to create an identification key on any group of living species. This can be either a species group of animals or plants or living creatures of the school ground. It is based on the interactive identification tool “ID-Logics” which was changed into an easy-to-use learning platform for the students. The students (n = 26, age 11–13, Gymnasium) were interviewed using the method of Retrospective Inquiry into Learning Process to capture changes in imagination. The results were analyzed and discussed using the DPaCK-Model. Based on the data, we can demonstrate the utility of the DPaCK-Model and discuss the implications for (biology) teaching. The DPaCK-Model proves to be a useful tool for analyzing this student project from the subject didactic perspective. Compared to the TPaCK-Model, digitality brings up new aspects, which we discuss in terms of the implications for (biology) teaching. In summary, the focus of the ID-Nature project is on: Collaboration, cooperation, and participation combined with publication, sharpening the eye for characteristic items for identification. And this is the new challenge of digitality. The orientation framework for the acquisition of digital competences developed for teacher education should also be seen as an enrichment for students. In accordance with these results, guidelines were set up for teaching digital literacy. The project is furthermore seen as an example for Education for sustainable Development (ESD).

KW - app development

KW - digitality-related pedagogical content knowledge – DPaCK

KW - Education for Sustainable Development (ESD)

KW - media in Science Education

KW - mobile learning

KW - species identification

UR - http://www.scopus.com/inward/record.url?scp=85168393876&partnerID=8YFLogxK

U2 - 10.3389/feduc.2023.1190462

DO - 10.3389/feduc.2023.1190462

M3 - Article

VL - 8

JO - Frontiers in Education

JF - Frontiers in Education

SN - 2504-284X

M1 - 1190462

ER -