The contribution of dichotomous keys to the quality of biological-botanical knowledge of eighth grade students

Anđić, Branko; Cvijetićanin, Stanko; Maričić, Mirjana; Stešević, Danijela

doi:10.1080/00219266.2018.1469540

Cited by 17 publications

(15 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Stagg, Donkin, and Smith (2015) have found that a mobile device key for identifying tree species represents an effective tool. Anđić et al (2018) have demonstrated that digital dichotomous keys contribute to higher quality of acquired knowledge in comparison with printed dichotomous keys. Further, on the basis of questionnaires for students, Silva et al (2011) have noticed that an interactive identification key is a good and friendly mean for learning botany, besides is much more accessible both for pupils and students.…”

Section: Mobile Technology Supporting Outdoor Lessonsmentioning

confidence: 99%

The Effect of Outdoor Lessons in Natural Sciences on Students’ Knowledge, Through Tablets and Experiential Learning

Cotič

Plazar

Starčič

et al. 2020

JBSE

View full text Add to dashboard Cite

Experiential learning was introduced to support a child’s concept development towards evolution scientific literacy. This study examined the effect of an experiential learning model (The Mobile Natural Science Learning - MNSL) on the knowledge of 4th grade primary school students in Slovenia, during natural science school lessons at the seashore through the use of tablets. Mobile technology provides authentic learning, assisting outdoor lessons providing material and environmental context in learning, which support the experience of a learner. In the experimental group (N = 95), outdoor learning in the seashore included Kolb’s experiential learning cycle with the integration of tablets. In the control group (N=97), the teachers used concrete experience for exploring the seashore, excluding the Kolb’s cycle. The data were collected by using two science knowledge pre and post – tests. The test items were classified into three TIMSS’ cognitive domains: 1) factual knowledge, 2) conceptual understanding, and 3) reasoning and analysis. Differences between groups were analysed through Mann-Whitney U-test and showed that the experimental group had better learning outcomes than the control group. Findings indicate that the MNSL-model had a positive effect on students’ achievement in science, more precisely in knowledge on marine organisms and life at the seashore. Keywords: Kolb’s experiential learning cycle, natural science, outdoor learning, seashore

show abstract

Section: Mobile Technology Supporting Outdoor Lessonsmentioning

confidence: 99%

The Effect of Outdoor Lessons in Natural Sciences on Students’ Knowledge, Through Tablets and Experiential Learning

Cotič

Plazar

Starčič

et al. 2020

JBSE

View full text Add to dashboard Cite

show abstract

“…A review of the previous research indicated that the contribution of dichotomous keys (DK) for plant identification to knowledge on biodiversity has been tested only on students without any visual impairment. Recent studies (Anđić, Cvijetićanin, Maričić, & Stešević, 2018;Knight & Davies, 2014) have confirmed the positive contribution of DK to knowledge on biodiversity. Some researchers have suggested that NV students can achieve the same quality of knowledge in different natural sciences, as students who have no visual impairment (Freire et al, 2010;Rice et al, 2012), which forms the basic idea of this research.…”

Section: Introductionmentioning

confidence: 82%

“…This is in correlation with the research by Cassia et al (2009), in which it was concluded that the use of assistive technology and educational software contributed more to the quality of the knowledge of NV students and students in comparison to the traditional way of learning, in which the verbal-textual method dominates. Moving from one claim to another in the DDK was facilitated by a simple click that influenced concentration (Anđić et al, 2018) and allowed the NV in Group E 1 to focus on the tactile, auditory and smell senses while exploring the plant more than the NV in Group E 2 (Röder et al, 1999). These assumptions are in correlation with many studies in the field of neuroscience which have shown that NV encode auditory verbal material better than those without visual impairment, causing greater brain activity and better memory performance (Röder, Rösler, & Neville, 2001;Kujala, Alho, Paavialinen, Summala, & Näätänen, 1992).…”

Section: Discussionmentioning

confidence: 99%

Dichotomous Keys in the Botanical Learning of Non-Visual (Blind) People

Anđić

Cvijetićanin

Hayhoe

et al. 2019

JBSE

Self Cite

View full text Add to dashboard Cite

Recently, the research about innovative approaches in the education of blind (non-visual- NV) students has intensified; however the use of dichotomous keys (DK) in their botanical education has not yet been examined. This research explored the contribution of two self-generated dichotomous keys (DK) for plant identification (a digital version- DDK and a printed version- DPK), to the botanical education of NV students. The research included 100 students, with an average age of 24, divided into 2 groups. Group E1 determined the plants using the DDK while in Group E2 plants were identified using the DPK. The DDK contributed more than the DPK in helping the NV participants to acquire the quality and durability knowledge they need to identify different plant groups (woody, bushy and herbaceous plants). The NV has the greatest success in the identification of woody plants, and the least success in the identification of herbaceous plants. The members of both groups (E1, E2) had possitive opinion about the contribution of the applicable dichotomous key to their knowledge, the activities in it. Due to this fact, both versions of DKs are recommended as new assistive tools in the botanical education of NV students. Keywords: botanical education, plants identification, dichotomous keys, non-visual people, quasi-experimental design.

show abstract

“…The findings of a number of studies (e.g. Anđić et al, 2018Anđić et al, , 2020Silva et al, 2011) indicate that digital interactive dichotomous keys are better learning tools than printed non-interactive dichotomous keys. Silva et al (2011) reported that high school students achieved better knowledge about the identification of plant species when using DIKs on tablets and computers.…”

Section: The Dik As a Learning Toolmentioning

confidence: 99%

“…There exist a great number of published papers (e.g. Anđić et al, 2018;Drinkwater, 2009;Farr, 2006;Silva et al, 2011;Stagg & Donkin, 2016) that have offered arguments for the application of digital identification keys (afterward DIK) as one of the solutions which can help in decreasing plant blindness and increasing students' knowledge about plants and/or their motivation to learn about flora.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

The factors which influence the continuance intention of teachers in using the interactive digital identification key for trees in elementary school science education

Anđić

Šorgo

Stešević

et al. 2022

EURASIA J Math Sci Tech Ed

Self Cite

View full text Add to dashboard Cite

It is hard to imagine biology education without the identification of the species of interest, mostly with the implementation of a dichotomous key. Digital identification keys (DIKs) have been developed and made available to teachers in Montenegro. We investigate the factors, which influence teachers', who had applied the DIK, in their continuing intention to use them in primary schools. The modified unified theory of acceptance and use of technology (UTAUT), continuance theory, and expectation-confirmation Theories were used for the identification of the factors which influence the teachers' decision about whether to continue to use the DIK. 232 teachers from Montenegro participated in this research. The results indicate that the perceived pedagogical impact and user interface quality has the greatest influence on teachers' continuance intentions (CIs). Performance expectations, effort expectations and technical compatibility have a moderate influence and management support, personal innovativeness and students' expectations have a low influence on teachers' CI of using DIK.

show abstract

The contribution of dichotomous keys to the quality of biological-botanical knowledge of eighth grade students

Cited by 17 publications

References 35 publications

The Effect of Outdoor Lessons in Natural Sciences on Students’ Knowledge, Through Tablets and Experiential Learning

The Effect of Outdoor Lessons in Natural Sciences on Students’ Knowledge, Through Tablets and Experiential Learning

Dichotomous Keys in the Botanical Learning of Non-Visual (Blind) People

The factors which influence the continuance intention of teachers in using the interactive digital identification key for trees in elementary school science education

Contact Info

Product

Resources

About