Cognitive achievements in identification skills

Abstract

Species identification tasks are generally accepted as fundamental aspects of biodiversity education. Our educational training unit, therefore, focused on identification skills by introducing stuffed specimens in combination with identification books and preparation booklets.We limited the number of bird species to six. 492 secondary school pupils (163 from 8th grade [high stratification level] and 329 from 9th grade [medium stratification level]) participated in the study. Instruction-1 pupils received a hands-on lesson about the natural history of six bird species, while Instruction-2 pupils were taught in a conventional teacher-centred manner. Pupils from the hands-on classes achieved significantly better grades in two follow-up tests. The measure of well-being was significantly enhanced by the teaching technique, while interest, anxiety and boredom were not affected. Additionally, pupils appreciated the opportunity of self-regulation. In general, a shift from the unspecific to the specific was observed: for instance, from duck and gull to mallard and black-headed gull. A reduction in the number of species presented to pupils within a lesson seems to enhance learning and retention effects.

Keywords:

• Bird identification skills
• Classification
• Educational programme
• Taxidermic specimen
• Taxonomy