This paper reports on new pedagogical approaches in teaching
biodiversity by using online interactive identification tools developed by the
European project KeyToNature. A comparative educational study was carried
out on two classes of students, revealing the educational value of the interactive
identification tools. A systematic evaluation of both the educational processes
and the acquired skills was conducted, and the results are presented here

Boar, Felicia

Kerekes, Adelhaida

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367Teaching biodiversity with online identification tools  from KeyToNature:a comparative studyFelicia Boar, Adelhaida KerekesAbstract — This paper reports on new pedagogical approaches in teaching biodiversity by using online interactive identification tools developed by the European project KeyToNature. A comparative educational study was carried out on two classes of students, revealing the educational value of the interactive identification tools. A systematic evaluation of both the educational processes and the acquired skills was conducted, and the results are presented here. Index Terms — biodiversity, online identification keys, e-learning, assessment.——————————   u   ——————————1 introductionBiodiversity represents the variety and variability of living organisms at the taxonomic and ecosystem levels [4]. Every species has a well-defined niche in natural ecosystems. Relations among species are complex and of different kinds, the disappearance of some species can bring imbalance in ecosystems [2]. Knowledge of biological diversity through curricular and extra-curricular activities is one of the main objectives of environmental education. Education on biodiversity is important for raising environment-aware citisens: the students have to be aware that every species has its own place and role in the maintenance of the ecological balance of the Earth, and that biodiversity safeguards the order of the planet affecting climate change, keeping the air clean, providing food, resources, medicines and potable water. The teaching of biodiversity is a complex process: it needs a blend of classic educational methods (observation, simulation, explanation, field-work, visits to botanic gardens, zoos, natural history museums, etc.) with modern approaches such as the use of educational software and related questioning and team-————————————————F. Boar is Professor of biology with the Vocational Environmental Protection High School, 400202 Cluj, Romania. E-mail: feliboar@yahoo.com.A. Kerekes is Inspector of biology with the Cluj Inspectorate for Education, 400200 Cluj, Romanian E-mail: etti_aziza@yahoo.com.Nimis P. L., Vignes Lebbe R. (eds.) Tools for Identifying Biodiversity: Progress and Problems – pp. 367-371.ISBN 978-88-8303-295-0. EUT, 2010.368research projects. These allow the forming of abilities in measurement, phenomenon recognition, ecosystem research, and – a basic task - identification of species. 2 educational proceSS2.1 didactic methodSDidactic methods – when used skillfully - lead to systematic and progressive enrichment of knowledge. They can be defined as “ways of acting, by means of which students can - independently or under the guidance of teachers - acquire knowledge, build up their skills, abilities and attitudes, develop their world and life outlook” [5]. Modern methods of teaching and learning with educational software (Fig. 1) are important in this context. They help students by providing a large amount of well-organized and structured opportunities for practicing skills in various fields of knowledge, allowing an easy and often playful simulation of processes and phenomena which are often hard or impossible to access directly [1], [3].Fig. 1 – Using the identification tools of KeyToNature.We have conducted a comparative study in teaching the identification of Spermatophytes to two classes of students. Teaching methods were identical in the two classes (see Tab. 1): observation, modelling, a study tour, explanation, a botanical atlas, worksheets. For identification, however, a class used a pictorial botanical atlas, the other class used computer-assisted learning tools developed by the European project KeyToNature [6, 7].2.2 learning activitieSThe developed learning activities (see Tab. 1) aimed at teaching the general characteristics, recognising some representative species, discussing the ecology and economical/ecological importance of Spermatophytes. 369Systema-tic groupTopic / time Training scenarioClass A Class BG y m n o -spermsG e n e r a l characteristics (1 hour)● grouping students in four groups (collaborative tasks) ● the students study the available biological resources ● they observe the morphology of leaves and cones identifying the main characteristics of gymnosperms; these were written down afterwards on a dedicated worksheetIdentification & description of the species (1 hour)● place: biology lab● usage guidelines ● use of a botanic atlas to identify five species● use of worksheets for Class A● place: computer lab● usage guidelines● use of a KeyToNature interactive key [7]● using the worksheets for Class B (e.g. Tab. 2)A n g i o -spermsG e n e r a l characteristics (1 hour)● grouping students in four groups (collaborative tasks) ● the students study the available biological resources ● they observe the morphological characteristics of leaves, flowers and fruits, identifying the main characteristics of Angiopsperms; these were written or drawn (leaves, flower) afterwards on the worksheet.Identification & description of the species (1 hours)● place: biology lab● usage guidelines ● use of a botanic atlas to identify five species● worksheets● teamwork - computer lab● usage guidelines● use of a KeyToNature interactive key ● worksheetsSperma-tophytesfield training (1 hour)● visit in the park near the school ● identification of the species studied in the lab ● comparing the characteristics of different species (Gymnosperms vs Angiosperms) ● discussing the adaptations to climate. Evalution (1 hour) ● evaluation test (see section 2.3 in this paper)Tab. 1 – Design of the teaching scenario.The training activities were organised in a learning unit of six hours, combining: in-class training, visit outdoors, and evaluation. Tab. 2 shows a sample of the student worksheet for Class B (studying Gymnosperms).No. Name of speciesBole Leaves Seeds/ConesAreal/Importance1. Taxus baccataStraight ascendingAcicular, flattened A single seed with a woody skin, covered by a red, fleshy Aryl Hardwood used for fine carpentry and sculpture....2. Thuja orientalisStraight Small, scaly, have a dimple on the underside...Several seeds included into a cone Cultivated as ornamental plant in gardens and parks. 3. ... ... ... ... ...Tab. 2 – Example from the worksheet used by students to fill in their responses.3702.3 methodS and toolS uSed for evaluationKnowledge evaluation was carried out using different methods: systematic observation, self-assessment, correctness of identifications, as well as written paper. Both classes received the same test. The evaluation tool contained: short answer items, double choice items, pair items, questions on identifying and classifying, other structured questions. The evaluation was centered on: a) recognition of morphological characteristics of leaves and flowers of Gymnosperms and Angiosperms, b) description of the general characteristics of Spermatophytes, c) identification of species and their assignment to the correct systematic group. Several questions concerned the recognition of morphological characteristics of leaves and flowers. The students in Class B (those who learned through the KeyToNature tools) identified better the morphological characteristics of leaves (Fig. 2) rathen than those of flowers (Fig. 3). This probablly depends on the fact that the interactive keys of KeyToNature were mostly based on leaf morphology. The knowledge of the general characteristics of Spermatophytes was checked through short answers and double choice answers, with four statements on Gymnosperms and four on Angiosperms. For Gymnosperms, students in Class B had 25% more of correct answers compared with those of Class A, whereas for Angiosperms the results were similar in both claasses. This probably depends on the fact that Gymnosperms are a much smaller group with distinctive characteristics, which are easily appreciated by all students. Finally, we have evaluated the ability of students to use morphological characteristics for identification and classification in the correct systematic group. The students had to identify four species of gymnosperms and four of angiosperms. Students from Class B had better results: most of them identified and classified correctly all species (Fig. 4). For example, 18 students correctly identified all species of Gymnosperms, 2 students correctly identified only 3 species, and 1 student only didn’t identify any species (Fig. 4).02468101214161820Correct answ er Wrong answ erNo. studentsClass AClass B  02468101214161820Correct answ er Wrong answ erNo studentsClass AClass BFig. 2 (left) – Evaluation item: leaves morphology.  Fig. 3 (right) – Evaluation item: flower morphology.37102468101214161820 4species 3species2species  Wronganswer  4species 3species2species  Wronganswer   Gymnosperms AngyospermsNo. studentsClass AClass BFig. 4 – Evaluation item: systematic recognition and classification of species (number of correctly identified and classified species from a total of four).These results indicate that the use of identification keys for the study of biodiversity allows students to develop observing, research and analytical skills, to enhance their intellectual work, and to improve their digital skills.3 concluSionSThe study of biodiversity is one of the major goals of the scientific community and of worlwide policies. Educational goals can be achieved through trans-disciplinary approaches by bringing together traditional methods and innovative teaching. The use of computer assisted-learning such as the identification keys of KeyToNature proved to increase the quality and efficiency of the teaching–learning– assessment process. acknowledgementThis work was carried out during the testing activities in the framework of the KeyToNature Project (www.keytonature.eu), ECP-2006-EDU-410019. The authors wish to thank the project coordinator, Prof. Pier Luigi Nimis, for the development of the identification keys, and Prof. Mircea Giurgiu for providing access to the eLearning environment and for continuous local collaboration.referenceS[1] L. Cohen and L. Manion, Research Methods in Education, 4th edition, Routledge, London and New York, 1994.[2] V. Cristea and S. Denaeyer, De la biodiversitate la OMG-uri?, Eikon, Cluj-Napoca, 2004.[3] L. Ezechil, Prelegeri de didactică generală, Paralela 45, Piteşti, 2003.[4] V. Ghidra and M. Botu, Biodiversitate şi Bioconservare, Academic Press, Cluj-Napoca, 2004.[5] M. Ionescu and I. Radu, Didactica modernă, Dacia, Cluj-Napoca, 2001.[6] P. L. Nimis, S. Martellos, F. Boar, A. Kerekes, F. Crisan and M. Giurgiu, “A guide to the Pteridophytes of Romania”, http://dbiodbs.univ.trieste.it/carso/chiavi_pub21?sc=412, July 2010.[7] F. Boar, A. Kerekes, M Giurgiu and A. Homodi, “Spontaneous and Cultivated Gymnosperms”, http://www.keytonature.eu/tools/gymnospermae/index.html, July 2010.

Teaching biodiversity with online identification tools from KeyToNature: a comparative study

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Teaching biodiversity with online identification tools from KeyToNature: a comparative study

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