Comparing methods of instruction using bird species identification skills as indicators

Abstract

The objective of our study focused on a comparison of two different methods of educational instruction, both dealing with the improvement of pupils with regard to bird species identification skills. 14 common bird species around central European lakes were selected. The first method consisted of a hands-on and group-based learning style with (stuffed) taxidermie specimens (instruction-1), the other one was based mainly on a teachercentred slide presentation (instruction-2). We defined three subgroups according to grade and school stratification level: (i) Grade 5 Realschule (medium stratification) (N=25 versus N=28); (ii) Grade 6 Realschule (N=51 versus N=81); (iii) Grade 6 Gymnasium (highest stratification) (N=29 versus N=28). We used a battery of tests to examine existing factual knowledge, learning effects and retention effects. Both instructional methods provided a significant increase in knowledge, but revealed different learning effects depending on the method of instruction, selected subgroup and also gender. Consequences for the school practice are discussed.

Keywords:

• Achievement
• Bird identification
• Science education
• Instructional methods
• Taxidermy specimens
• Transparencies (slides)
• Class grouping
• Gender