What’s in a Name: Differential labelling of plant and animal photographs in two nationally syndicated elementary science textbook series

Link‐Pérez, Melanie A.; Dollo, Vanessa H.; Weber, Kirk M.; Schussler, Elisabeth E.

doi:10.1080/09500690903002818

Cited by 50 publications

(24 citation statements)

References 34 publications

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“…En relación con los conceptos complejos, se presenta una tendencia a simplificarlos a través de las imágenes y se observan numerosos errores conceptuales Perales y Jiménez, 2002). Por otro lado, se destaca una débil conexión entre las imágenes y los textos, con escasa presencia de rótulos y etiquetas verbales en las ilustraciones (Otero et al, 2002;Perales y Jiménez, 2002;Matus Leites et al, 2008;Coutinho y Goncalves Soares, 2010;Link Pérez et al, 2010) y sin un texto que acompañe a la ilustración de manera explicativa o problematizante (Silva et al, 2006).…”

Section: Tratamiento Didáctico De Las Imágenesunclassified

Los libros de texto de ciencias como objeto de investigación: una revisión bibliográfica

Occelli

Valeiras

2013

ensciencias

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Los libros de texto han sido objeto de investigaciones desde diversas perspectivas, produciendo una gran dispersión de conocimiento sobre las características de estos materiales y de su impacto en la enseñanza de las ciencias. Por ello, se observa la necesidad de sistematizar los principales aportes que registran estos trabajos para lo cual se investigaron 13 revistas científicas específicas y se seleccionaron los artículos vinculados a los libros de texto en función de las palabras claves, el título y el resumen. Se analizaron los objetivos, el marco teórico y metodológico, los resultados y las conclusiones. Se realizó una caracterización general mostrando las dificultades más frecuentes y los desafíos que representan para la enseñanza de las ciencias. Una síntesis de esta naturaleza puede brindar información para la producción de los libros de texto y pone en evidencia aspectos que requieren de nuevas investigaciones.

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Section: Tratamiento Didáctico De Las Imágenesunclassified

Los libros de texto de ciencias como objeto de investigación: una revisión bibliográfica

Occelli

Valeiras

2013

ensciencias

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“…Some groups of useful plants (medicinal plants, stimulant herbal drugs and spice plants) are on average significantly more interesting for students than others (edible plants and ornamental plants) (Pany 2014 biological phenomena above all in the context of animals for young students and human biology for older ones should not be unrestrictedly followed. Exactly these teaching traditions have been identified as one of the main reasons for plant blindness (Hershey 1996;Link-Pérez, Dollo, Weber and Schussler 2010). Quite on the contrary, it should be explored which botanical context students also might consider interesting in order to avoid the impression that plants are boring und not important.…”

Section: Discussionmentioning

confidence: 99%

Uncovering patterns of interest in useful plants. Frequency analysis of individual students’ interest types as a tool for planning botany teaching units

Pany

Heidinger

2014

Mult.J.Edu.Soc.Tec.Sci.

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The paper presented examines how useful plants can help counteracting "plant blindness" -a phenomenon leading people to overlook plants in everyday-life. Recent research indicates that people are most likely interested in useful plants, hence this group of plants could be used to trigger interest in botanical content in general. This study has investigated the structure of interest in five subgroups of useful plants (medicinal plants, stimulant herbal drugs, spice plants, edible plants, and ornamental plants). For this purpose, the FEIN-questionnaire (Fragebogen zur Erhebung des Interesses an Nutzpflanzen = Questionnaire acquiring interest in useful plants) was filled in by N = 1,299 pupils from grade 5 to 12. Data analysis shows (for all age groups and both genders) that medicinal plants and stimulant herbal drugs trigger high interest while spice plants, edible plants and ornamental plants raise only lower interest. However, mean values do not allow conclusions on an individual level (e.g. in a school class). In order to gain information about the interest structure in a specific target group teachers deal with in practice, we have analysed the interests on an individual level using frequency analysis of different interest types. Results show that stimulant herbal drugs seem to strongly polarize students, whereas medicinal plants are interesting for almost the whole sample. Eventually, medicinal plants turned out to be well suited to introduce botanical content by means of plants catching the interest of as many students as possible. Therefore, medicinal plants should be established as flagships counteracting plant blindness.

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“…, Link‐Pérez et al. , Dove ). The following literature about middle (MS) and high school (HS) student naming of biodiversity reveals patterns and gaps in student knowledge.…”

Section: Introductionmentioning

confidence: 99%

Is being familiar with biodiversity related to reasoning about ecology?

Hartley

Doherty

et al. 2018

Ecosphere

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Many science educators believe that student recognition of biodiversity is an important precursor to discovering patterns and understanding processes that define and shape ecological systems. We investigated (1) the total number, taxonomic categories, specificity, and diversity of backyard organisms that middle (MS) and high school (HS) students and teachers named, (2) how the number, specificity, and diversity of organisms that students and teachers named related to their overall performance on an ecology learning progression assessment, and (3) the types of information students used to sort and group organisms. Our sample population included 264 MS students, 374 HS students, and 108 teachers in five U.S. states (California, Colorado, Maryland, Michigan, and New York). We found that students were more likely to name vertebrates than plants or microorganisms, while teachers were more likely to name vertebrate and plants than microorganisms. Teachers named a higher total number (richness) and diversity of organisms and named more organisms in specific (e.g., bull snake) than general taxonomic categories (e.g., snake) than did students. Individual performance on the ecology learning progression assessment was positively correlated to the total number (richness), diversity, and specificity of organisms that students and teachers could name. The types of information students invoked to group organisms together varied by question context. Most students invoked information related to form/outward traits, habitat, function (e.g., decomposer), and taxa (e.g., fungi, plant, animal). Notably, some students invoked ideas about evolutionary relationships among organisms. This work corroborates previous findings about student familiarity with biodiversity and provides preliminary evidence that familiarity with local biodiversity is linked to reasoning about ecology.

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What’s in a Name: Differential labelling of plant and animal photographs in two nationally syndicated elementary science textbook series

Cited by 50 publications

References 34 publications

Los libros de texto de ciencias como objeto de investigación: una revisión bibliográfica

Los libros de texto de ciencias como objeto de investigación: una revisión bibliográfica

Uncovering patterns of interest in useful plants. Frequency analysis of individual students’ interest types as a tool for planning botany teaching units

Is being familiar with biodiversity related to reasoning about ecology?

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