The importance of taxonomy in biological education at Advanced level

Honey, John N.; Paxman, Heather M.

doi:10.1080/00219266.1986.9654795

Cited by 9 publications

(4 citation statements)

References 7 publications

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“…• Broad classification is fundamental to the discipline of biology (Honey and Paxman, 1986). Classification schemes aid communication among biologists (Margulis, 1981;Honey and Paxman, 1986), provide a framework for all biological knowledge, and are tools for doing science (Margulis, 1981).…”

Section: Using Broad Classificationmentioning

confidence: 99%

“…Classification schemes aid communication among biologists (Margulis, 1981;Honey and Paxman, 1986), provide a framework for all biological knowledge, and are tools for doing science (Margulis, 1981). • Broad classification has a long and interesting history involving continuous change.…”

Section: Using Broad Classificationmentioning

confidence: 99%

“…• Broad classification has a long and interesting history involving continuous change. As such, broad classification is an ideal topic for expanding students' understanding of the development of knowledge in biology (Honey and Paxman, 1986) and of the changing nature of scientific knowledge. • Broad classification has been an area that is highly contested within the scientific community.…”

Section: Using Broad Classificationmentioning

confidence: 99%

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Broad classification and the provisional nature of science

McCarthy

Sanders

2007

Journal of Biological Education

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Volume 41 Number 3, Summer 2007 | JBE 123Broad classification and the provisional nature of science This paper proposes the use of a key biological concept -broad classification -to teach the provisional and contested nature of science in school biology curricula. It also examines existing curriculum-related factors which might pose obstacles to implementing such a change. An investigation in South Africa highlights the problems regarding biological classification at the kingdom level of 50 biology students entering one university. Using interviews, questionnaires and document analysis, factors thought to affect learners' ideas were investigated, including the understanding of the changing and contested nature of scientific knowledge of a range of biology educators (35 teachers, 33 university academics, five teacher educators, four curriculum developers and two textbook authors). The students lacked knowledge of the concept of a biological kingdom, and showed archaic thinking about the number of kingdoms. Many of the teachers held similar views, used outmoded classification systems in their teaching, and were unaware of the history of changes in biological systems. A review of two relevant syllabi and five textbooks revealed insufficient, inaccurate, inconsistent and/or contradictory information about biological classification systems and how they change with time. Three potential problems associated with curriculum innovation are discussed.

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Section: Using Broad Classificationmentioning

confidence: 99%

Section: Using Broad Classificationmentioning

confidence: 99%

Section: Using Broad Classificationmentioning

confidence: 99%

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Broad classification and the provisional nature of science

McCarthy

Sanders

2007

Journal of Biological Education

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“…Klauer and Phye (1994) (Honey & Paxman, 1986). 생명체를 분류하는 것은 대상의 경향성에 따 라 구분하는 것뿐만 아니라, 위계적으로 서열화하 는 능력이 요구되며, 학생들은 각 분류 기준에 해 당하는지 여부에 따라 분류군을 단계별로 결정짓 는 이원분류를 할 수 있어야 한다 (Watson & Miller, 2009 Holmqvist et al, 2011).…”

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Comparative Analysis of Eye Movement on Performing Biology Classification Task between the Scientifically Gifted and General Elementary Students

Jeon¹,

Shin²

2015

Elementary Science Education

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The purpose of this study was to identify the differences in eye movement pattern shown in shown in classification process between the scientifically gifted and general students in elementary schools. The subjects for the research consisted of 16 gifted students in special education center for the gifted at Seoul National University of Education and 22 general students at G elementary schools. The tasks consisted of four hierarchical biology classification tasks and one non-hierarchical tasks. SMI's Eye Tracker (iView X TM RED) was used to collect eye movement data while the Begaze software analyzed the task performing process and eye movements. The findings of this study were twofold. First, there was a significant difference in students' fixation duration by students' academic achievement level. Gifted students spent little time on scanning details and found the features successfully. Second, the process of the classification is different by students' academic achievement. General students spent more time to gaze the salient features not relevant features. They had a difficulty to find the element to classify.

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Explicit Categorization Ability Predictor for Biology Classification using fMRI

Byeon¹,

Il-Sun²,

Kwon³

2012

Journal of The Korean Association For Science Education

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Categorization is an important human function used to process different stimuli. It is also one of the most important factors affecting measurement of a person's classification ability. Explicit categorization, the representative system by which categorization ability is measured, can verbally describe the categorization rule. The purpose of this study was to develop a prediction model for categorization ability as it relates to the classification process of living organisms using fMRI.Fifty-five participants were divided into two groups: a model generation group, comprised of twenty-seven subjects, and a model verification group, made up of twenty-eight subjects. During prediction model generation, functional connectivity was used to analyze temporal correlations between brain activation regions. A classification ability quotient (CQ) was calculated to identify the verbal categorization ability distribution of each subject. Additionally, the connectivity coefficient (CC) was calculated to quantify the functional connectivity for each subject. Hence, it was possible to generate a prediction model through regression analysis based on participants' CQ and CC values. The resultant categorization ability regression model predictor was statistically significant; however, researchers proceeded to verify its predictive ability power. In order to verify the predictive power of the developed regression model, researchers used the regression model and subjects' CC values to predict CQ values for twenty-eight subjects. Correlation between the predicted CQ values and the observed CQ values was confirmed.Results of this study suggested that explicit categorization ability differs at the brain network level of individuals. Also, the finding suggested that differences in functional connectivity between individuals reflect differences in categorization ability. Last, researchers have provided a new method for predicting an individual's categorization ability by measuring brain activation.

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The importance of taxonomy in biological education at Advanced level

Cited by 9 publications

References 7 publications

Broad classification and the provisional nature of science

Broad classification and the provisional nature of science

Comparative Analysis of Eye Movement on Performing Biology Classification Task between the Scientifically Gifted and General Elementary Students

Explicit Categorization Ability Predictor for Biology Classification using fMRI

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