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

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, groupbased 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.

‘Unthinkable’ Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth

“…We noticed, as others have reported (Randler, 2008), that the transition from learning about, observing, studying, and holding captive animals in the classroom before going into the field helped many youth get comfortable with herpetology. For example, the aquaria, with lids, helped the youth closely examine the animals without touching them and then gradually get brave enough to hold them.…”

Collaborative processes in species identification using an internet-based taxonomic resource

“…In reviewing literature on species identification, Randler (2008) found claims that many syllabi emphasise or require the use of scientific keys for identification, the argument being that they help students look more closely at detail (and are more scientifically precise). In contrast, when using books, students tend to focus on the illustrations alone (and the evidence from the study reported here suggests that the same is true of Internet-based visual resources, indeed some students compared NatureGate with working through pictures in a book).…”

“…However, modern biology curricula focus on aspects of genetics, ecology and evolution, and there is less coverage of systematics than in earlier times. Randler (2008) argues that the ability to identify species is important not only for understanding these branches of biology but also for a better understanding of biodiversity and issues about the environment and sustainability. Professional ecologists (e.g.…”

Using Transformative Learning Theory to Explore the Mechanisms of Citizen Participation for Environmental Education on the Removal of Invasive Species: The Case of Green Island, Taiwan

“…Randler (2008) believed that identifying animals and plants is a valuable task for understanding the environment and considered biodiversity an uncertain and complex structure. This complex and abstract structure typically needs to be transformed into small entities for purposes of learning and understanding.…”

“…This complex and abstract structure typically needs to be transformed into small entities for purposes of learning and understanding. Randler (2008) also pointed out that, aside from its use with school students, this process is also applicable to ordinary citizens. Notably, the number of species to be identified in the learning process should not be excessive since too many can be confusing, and thus reduce the effectiveness of learning (Randler, 2008); the most appropriate number is between six and eight species (Randler & Bogner, 2006).…”