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Identifying Deep Sea Gastropods in an Authentic Student-Scientist-Partnership - Learning To Deal With Identification

Year 2013, Volume: 3 Issue: 1a, 45 - 62, 01.05.2013

Manfred Bardydurchhalter Martin Scheuch Franz Radits

https://izlik.org/JA96FZ85UK

Abstract

Contrary to the relevance of the species concept in biology, the identification of species is scarcely done in school biology. Research literature dealing with identification of species by students is available, but not to an extent one could expect. In this explorative study a marine biologist worked together with 10th graders in school and identified deep sea snails (most of them were limpets) collected on a scientific field trip. This study focuses on the first 100 minutes when the students started to identify the snails initially with the scientist. The process was documented by the approach of field research as an explorative study with a participating observation. Research focused on the questions of the challenges for students in identifying the snails and how teachers and scientists deal with those challenges

Keywords

identification of species science education authentic student-scientist partnership

References

  • A eldt, S., & Groß, J. (2011). Im Winter ha en Bäume keine Blätter. Fachdidaktische Heraus orderungen ei der Ansprache on Gehölzarten. Erkenntnisweg Biologiedidaktik, 10, 23-37.
  • Bardy-Durchhalter, M., & Radits, F. (2011). Wissenscha ts erständnis on SchülerInnen Erkenntnisweg Biologiedidaktik 9.
  • Bebbington, A. (2005). The ability of A-level students to name plants. Journal of Biological Education, 39(2), 63-67.
  • Betsch, T., Funke, J., & Plessner, H. (2011). Denken – Urteilen, Entscheiden, Problemlösen. Berlin, Heidelberg: Springer.
  • Bortz, J., & Döring, N. (2006). Forschungsmethoden und Evaluation für Human- und Sozialwissenschaftler (4., ü erar eitete Au lage ed.). Heidel erg: Springer Medizin Verlag.
  • Bromme, R., Stahl, E., Bartholomé, ., & Pieschl, S. (2004). The case of plant identification in biology: When is a rose a rose? Development of expertise as acquisition and use of robust and flexible knowledge. In H. Boshuizen, R. Bromme & H. Gruber (Eds.), Professional Learning: Gaps and Transitions on the Way from Novice to Expert (Vol. 2, pp. 29-47). Dordrecht: Kluwer Academic Press.
  • Chambers, G. (2012). Review of The species problem: seeking new solutions for philosophers and biologists. Biology & Philosophy, 27(5), 755-765.
  • Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86(2), 175-218.
  • Cracraft, J. (1989). Species as Entities of Biological Theory. In M. Ruse (Ed.), What the Philosophy of Biolgy is (pp. 31-52). Dordrecht: Kluver Academic Publishers.
  • Des ruyères, D., Segonzac, M., & Bright, M. (Eds.). (2006). Handbook of Deep-Sea Hydrothermal Vent Fauna (2. ed.): Land O erösterrreich, Biologiezentrum der O erösterreichische Landesmuseen.
  • Dobzhansky, T. (1935). A Critique of the Species Concept in Biology. Philosophy of Science, 2(3), 344-355.
  • Duschl, R. A. (1988). Abandoning the scientistic legacy of science education. Science Education, 72(1), 51-62.
  • Duschl, R. A., & Grandy, R. E. (2008). Reconsidering the Character and Role of Inquiry in School Science: Framing the Debates. In R. A. Duschl & R. E. Grandy (Eds.), Teaching Scientific Inquiry. Recommendation for Research and Implementation (1. ed., pp. 1-37). Rotterdam: Sense Publishers.
  • Emerson, R. M., Fretz, R. I., & Shaw, L. L. (1995). Writing up fieldnotes I: From field to desk. In R. M. Emerson, R. I. Fretz & L. L. Shaw (Eds.), Writing ethnographic fieldnotes (pp. 39-65). Chicago: University of Chicago Press.
  • Ereshefsky, M. (2010). Species. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (http://plato.stanford.edu/archives/spr2010/entries/species/) (Spring 2010 ed.).
  • Furtak, E. M. (2008). The Dilemma of Guidance: An Exploration of Scientific Inquiry Teaching. Saar rücken: VDM.
  • Ghiselin, M. T. (1974). A Radical Solution to the Species Problem. Systematic Zoology, 23(4), 536-544.
  • Girtler, R. (2001). Methoden der Feldforschung. Wien: Böhlau.
  • Gropengießer, H., & Kattmann, U. (Eds.). (2008). Fachdidaktik Biologie. Die Biologiedidaktik begründet von Dieter Eschenhagen, Ulrich Kattmann und Dieter Rodi (8. ed.). Köln: Aulis.
  • Hawkey, R. (2001). Walking with woodlice: an experiment in biodiversity education. Journal of Biological Education, 36(1), 11-15.
  • Heidinger, C., & Radits, F. (2012). Authentic Inquiry Learning: Students and Scientists "On Equal Terms". In C. Bruguiére, A. i erghien, P. Clément, J. Viiri & D. Couso (Eds.), EBOOK PROCEEDINGS OF THE ESERA 2011 CONFERENCE: Science learning and Citizenship (Vol. 13, pp. 52-57). Lyon: ESERA.
  • Hull, D. L. (1997). The ideal species concept - and why we can't get it. In M. F. Claridge, H. A. Dawah & M. R. Wilson (Eds.), Species, The Units of Biodiversity: Chapman & Hall.
  • Kattmann, U. (2001). Aquatics, Flyers, Creepers and Terrestrials — students' conceptions of animal classification. Journal of Biological Education, 141-147.
  • Kattmann, U., & Schmitt, A. (1996). Elementares Ordnen: Wie Schüler iere klassi izieren. Zeitschrift für Didaktik der Naturwissenschaften, 2(2), 21-38.
  • Krüger, D., & Burmeister, A. (2005). Wie Schüler P lanzen ordnen. Zeitschrift für Didaktik der Naturwissenschaften, 11, 85-102.
  • Lederman, N. G. (2007). Nature of Science: Past, Present, and Future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of Research on Science Education (1. ed., pp. 831-880). Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • Lindemann-Matthies, P. (2002). The Influence of an Educational Program on Children's Perception of Biodiversity. The Journal of Environmental Education, 33(2), 22-31.
  • Mason, J. (2002). Observing and Participating. In J. Mason (Ed.), Qualitative Researching (2 ed., pp. 84-102): Sage Publications.
  • Mayer, J. (2007). Erkenntnisgewinnung als wissenscha tliches Pro lemlösen. In D. Krüger & H. Vogt (Eds.), Theorien in der biologiedidaktischen Forschung (pp. 177-186).
  • Mayr, E. (1988). Toward a New Philosophy of Biology: Harvard University Press.
  • Mayr, E. (1996). What is a species, and what is not? Philosophy of Science, 63, 262-277.
  • Mayring, P. (2007). Qualitative Inhaltsanalyse. Grundlagen und Techniken. Weinheim und Basel: Beltz Verlag.
  • Monka, J., Ierodiaconoua, D., Bellgrovea, A., & Laurenson, L. (2008). Using community-based monitoring with GIS to create habitat maps for a marine protected area in Australia. Journal of the Marine Biological Association of the UK, 88(5), 995-1008.
  • Pfeiffer, V. D. I., Scheiter, K., & Gemballa, S. (2012). Comparing and combining traditional teaching approaches and the use of video clips for learning how to identify species in an aquarium. Journal of Biological Education, 46(3), 140-148.
  • Randler, C. (2008). Teaching Species Identification--A Prerequisite for Learning Biodiversity and Understanding Ecology. EURASIA Journal of Mathematics, Science & Technology Education, 4(3), 223-231.
  • Randler, C. (2009). Learning About Bird Species on the Primary Level. Journal of Science Education and Technology, 18(2), 138-145.
  • Randler, C., & Bogner, F. (2002). Comparing methods of instruction using bird species identification skills as indicators. Journal of Biological Education, 36(4), 181-188.
  • Randler, C., & Bogner, F. X. (2006). Cognitive achievements in identification skills. Journal of Biological Education, 40(4), 161-165.
  • Reydon, T. A. C. (2013). Classifying Life, Reconstructing History and Teaching Diversity: Philosophical Issues in the Teaching of Biological Systematics and Biodiversity. Science & Education, 22(2), 189-220.
  • Rieppel, O. (2007). Species: kinds of individuals or individuals of a kind. Cladistics, 23(4), 373-384.
  • Ruse, M. (1995). The Species Problem. In G. Wolters, J. G. Lennox & P. McLaughlin (Eds.), Concepts, Theories and Rationality in the Biological Sciences. The Second Pittsburgh-Konstanz Colloquium in the Philosophie of Science: Uni ersitäts erlag Konstanz, Uni ersity o Pitts urgh Press
  • Schar , S. (2009). Identi ication Keys, the “Natural Method,” and the De elopment o Plant Identification Manuals. Journal of the History of Biology, 42(1), 73-117.
  • Stahl, D., & Groß, J. (2011). „Was sollen Muscheln mit Zähnen?“ – Lernervorstellungen im Prozess der Artansprache bei marinen Muschel. Erkenntnisweg Biologiedidaktik, 10. Appendices
  • Appendix 1. Detailed illustrations of four species
  • Lepetodrilus elevatus Lepetodrilus ovalis
  • Lepetodrilus pustulosus
  • Rhynchopelta concentrica

Year 2013, Volume: 3 Issue: 1a, 45 - 62, 01.05.2013

Manfred Bardydurchhalter Martin Scheuch Franz Radits

https://izlik.org/JA96FZ85UK

Abstract

References

  • A eldt, S., & Groß, J. (2011). Im Winter ha en Bäume keine Blätter. Fachdidaktische Heraus orderungen ei der Ansprache on Gehölzarten. Erkenntnisweg Biologiedidaktik, 10, 23-37.
  • Bardy-Durchhalter, M., & Radits, F. (2011). Wissenscha ts erständnis on SchülerInnen Erkenntnisweg Biologiedidaktik 9.
  • Bebbington, A. (2005). The ability of A-level students to name plants. Journal of Biological Education, 39(2), 63-67.
  • Betsch, T., Funke, J., & Plessner, H. (2011). Denken – Urteilen, Entscheiden, Problemlösen. Berlin, Heidelberg: Springer.
  • Bortz, J., & Döring, N. (2006). Forschungsmethoden und Evaluation für Human- und Sozialwissenschaftler (4., ü erar eitete Au lage ed.). Heidel erg: Springer Medizin Verlag.
  • Bromme, R., Stahl, E., Bartholomé, ., & Pieschl, S. (2004). The case of plant identification in biology: When is a rose a rose? Development of expertise as acquisition and use of robust and flexible knowledge. In H. Boshuizen, R. Bromme & H. Gruber (Eds.), Professional Learning: Gaps and Transitions on the Way from Novice to Expert (Vol. 2, pp. 29-47). Dordrecht: Kluwer Academic Press.
  • Chambers, G. (2012). Review of The species problem: seeking new solutions for philosophers and biologists. Biology & Philosophy, 27(5), 755-765.
  • Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86(2), 175-218.
  • Cracraft, J. (1989). Species as Entities of Biological Theory. In M. Ruse (Ed.), What the Philosophy of Biolgy is (pp. 31-52). Dordrecht: Kluver Academic Publishers.
  • Des ruyères, D., Segonzac, M., & Bright, M. (Eds.). (2006). Handbook of Deep-Sea Hydrothermal Vent Fauna (2. ed.): Land O erösterrreich, Biologiezentrum der O erösterreichische Landesmuseen.
  • Dobzhansky, T. (1935). A Critique of the Species Concept in Biology. Philosophy of Science, 2(3), 344-355.
  • Duschl, R. A. (1988). Abandoning the scientistic legacy of science education. Science Education, 72(1), 51-62.
  • Duschl, R. A., & Grandy, R. E. (2008). Reconsidering the Character and Role of Inquiry in School Science: Framing the Debates. In R. A. Duschl & R. E. Grandy (Eds.), Teaching Scientific Inquiry. Recommendation for Research and Implementation (1. ed., pp. 1-37). Rotterdam: Sense Publishers.
  • Emerson, R. M., Fretz, R. I., & Shaw, L. L. (1995). Writing up fieldnotes I: From field to desk. In R. M. Emerson, R. I. Fretz & L. L. Shaw (Eds.), Writing ethnographic fieldnotes (pp. 39-65). Chicago: University of Chicago Press.
  • Ereshefsky, M. (2010). Species. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (http://plato.stanford.edu/archives/spr2010/entries/species/) (Spring 2010 ed.).
  • Furtak, E. M. (2008). The Dilemma of Guidance: An Exploration of Scientific Inquiry Teaching. Saar rücken: VDM.
  • Ghiselin, M. T. (1974). A Radical Solution to the Species Problem. Systematic Zoology, 23(4), 536-544.
  • Girtler, R. (2001). Methoden der Feldforschung. Wien: Böhlau.
  • Gropengießer, H., & Kattmann, U. (Eds.). (2008). Fachdidaktik Biologie. Die Biologiedidaktik begründet von Dieter Eschenhagen, Ulrich Kattmann und Dieter Rodi (8. ed.). Köln: Aulis.
  • Hawkey, R. (2001). Walking with woodlice: an experiment in biodiversity education. Journal of Biological Education, 36(1), 11-15.
  • Heidinger, C., & Radits, F. (2012). Authentic Inquiry Learning: Students and Scientists "On Equal Terms". In C. Bruguiére, A. i erghien, P. Clément, J. Viiri & D. Couso (Eds.), EBOOK PROCEEDINGS OF THE ESERA 2011 CONFERENCE: Science learning and Citizenship (Vol. 13, pp. 52-57). Lyon: ESERA.
  • Hull, D. L. (1997). The ideal species concept - and why we can't get it. In M. F. Claridge, H. A. Dawah & M. R. Wilson (Eds.), Species, The Units of Biodiversity: Chapman & Hall.
  • Kattmann, U. (2001). Aquatics, Flyers, Creepers and Terrestrials — students' conceptions of animal classification. Journal of Biological Education, 141-147.
  • Kattmann, U., & Schmitt, A. (1996). Elementares Ordnen: Wie Schüler iere klassi izieren. Zeitschrift für Didaktik der Naturwissenschaften, 2(2), 21-38.
  • Krüger, D., & Burmeister, A. (2005). Wie Schüler P lanzen ordnen. Zeitschrift für Didaktik der Naturwissenschaften, 11, 85-102.
  • Lederman, N. G. (2007). Nature of Science: Past, Present, and Future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of Research on Science Education (1. ed., pp. 831-880). Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • Lindemann-Matthies, P. (2002). The Influence of an Educational Program on Children's Perception of Biodiversity. The Journal of Environmental Education, 33(2), 22-31.
  • Mason, J. (2002). Observing and Participating. In J. Mason (Ed.), Qualitative Researching (2 ed., pp. 84-102): Sage Publications.
  • Mayer, J. (2007). Erkenntnisgewinnung als wissenscha tliches Pro lemlösen. In D. Krüger & H. Vogt (Eds.), Theorien in der biologiedidaktischen Forschung (pp. 177-186).
  • Mayr, E. (1988). Toward a New Philosophy of Biology: Harvard University Press.
  • Mayr, E. (1996). What is a species, and what is not? Philosophy of Science, 63, 262-277.
  • Mayring, P. (2007). Qualitative Inhaltsanalyse. Grundlagen und Techniken. Weinheim und Basel: Beltz Verlag.
  • Monka, J., Ierodiaconoua, D., Bellgrovea, A., & Laurenson, L. (2008). Using community-based monitoring with GIS to create habitat maps for a marine protected area in Australia. Journal of the Marine Biological Association of the UK, 88(5), 995-1008.
  • Pfeiffer, V. D. I., Scheiter, K., & Gemballa, S. (2012). Comparing and combining traditional teaching approaches and the use of video clips for learning how to identify species in an aquarium. Journal of Biological Education, 46(3), 140-148.
  • Randler, C. (2008). Teaching Species Identification--A Prerequisite for Learning Biodiversity and Understanding Ecology. EURASIA Journal of Mathematics, Science & Technology Education, 4(3), 223-231.
  • Randler, C. (2009). Learning About Bird Species on the Primary Level. Journal of Science Education and Technology, 18(2), 138-145.
  • Randler, C., & Bogner, F. (2002). Comparing methods of instruction using bird species identification skills as indicators. Journal of Biological Education, 36(4), 181-188.
  • Randler, C., & Bogner, F. X. (2006). Cognitive achievements in identification skills. Journal of Biological Education, 40(4), 161-165.
  • Reydon, T. A. C. (2013). Classifying Life, Reconstructing History and Teaching Diversity: Philosophical Issues in the Teaching of Biological Systematics and Biodiversity. Science & Education, 22(2), 189-220.
  • Rieppel, O. (2007). Species: kinds of individuals or individuals of a kind. Cladistics, 23(4), 373-384.
  • Ruse, M. (1995). The Species Problem. In G. Wolters, J. G. Lennox & P. McLaughlin (Eds.), Concepts, Theories and Rationality in the Biological Sciences. The Second Pittsburgh-Konstanz Colloquium in the Philosophie of Science: Uni ersitäts erlag Konstanz, Uni ersity o Pitts urgh Press
  • Schar , S. (2009). Identi ication Keys, the “Natural Method,” and the De elopment o Plant Identification Manuals. Journal of the History of Biology, 42(1), 73-117.
  • Stahl, D., & Groß, J. (2011). „Was sollen Muscheln mit Zähnen?“ – Lernervorstellungen im Prozess der Artansprache bei marinen Muschel. Erkenntnisweg Biologiedidaktik, 10. Appendices
  • Appendix 1. Detailed illustrations of four species
  • Lepetodrilus elevatus Lepetodrilus ovalis
  • Lepetodrilus pustulosus
  • Rhynchopelta concentrica
There are 47 citations in total.

Details

Primary Language English
Authors

Manfred Bardydurchhalter This is me

Martin Scheuch This is me

Franz Radits This is me

Publication Date May 1, 2013
IZ https://izlik.org/JA96FZ85UK
Published in Issue Year 2013 Volume: 3 Issue: 1a

Cite

APA Bardydurchhalter, M., Scheuch, M., & Radits, F. (2013). Identifying Deep Sea Gastropods in an Authentic Student-Scientist-Partnership - Learning To Deal With Identification. International Journal Of Biology Education, 3(1a), 45-62. https://izlik.org/JA96FZ85UK
AMA 1.Bardydurchhalter M, Scheuch M, Radits F. Identifying Deep Sea Gastropods in an Authentic Student-Scientist-Partnership - Learning To Deal With Identification. International Journal Of Biology Education. 2013;3(1a):45-62. https://izlik.org/JA96FZ85UK
Chicago Bardydurchhalter, Manfred, Martin Scheuch, and Franz Radits. 2013. “Identifying Deep Sea Gastropods in an Authentic Student-Scientist-Partnership - Learning To Deal With Identification”. International Journal Of Biology Education 3 (1a): 45-62. https://izlik.org/JA96FZ85UK.
EndNote Bardydurchhalter M, Scheuch M, Radits F (May 1, 2013) Identifying Deep Sea Gastropods in an Authentic Student-Scientist-Partnership - Learning To Deal With Identification. International Journal Of Biology Education 3 1a 45–62.
IEEE [1]M. Bardydurchhalter, M. Scheuch, and F. Radits, “Identifying Deep Sea Gastropods in an Authentic Student-Scientist-Partnership - Learning To Deal With Identification”, International Journal Of Biology Education, vol. 3, no. 1a, pp. 45–62, May 2013, [Online]. Available: https://izlik.org/JA96FZ85UK
ISNAD Bardydurchhalter, Manfred - Scheuch, Martin - Radits, Franz. “Identifying Deep Sea Gastropods in an Authentic Student-Scientist-Partnership - Learning To Deal With Identification”. International Journal Of Biology Education 3/1a (May 1, 2013): 45-62. https://izlik.org/JA96FZ85UK.
JAMA 1.Bardydurchhalter M, Scheuch M, Radits F. Identifying Deep Sea Gastropods in an Authentic Student-Scientist-Partnership - Learning To Deal With Identification. International Journal Of Biology Education. 2013;3:45–62.
MLA Bardydurchhalter, Manfred, et al. “Identifying Deep Sea Gastropods in an Authentic Student-Scientist-Partnership - Learning To Deal With Identification”. International Journal Of Biology Education, vol. 3, no. 1a, May 2013, pp. 45-62, https://izlik.org/JA96FZ85UK.
Vancouver 1.Manfred Bardydurchhalter, Martin Scheuch, Franz Radits. Identifying Deep Sea Gastropods in an Authentic Student-Scientist-Partnership - Learning To Deal With Identification. International Journal Of Biology Education [Internet]. 2013 May 1;3(1a):45-62. Available from: https://izlik.org/JA96FZ85UK