Comparing methods of instruction using bird species identification skills as indicators

Journal of Biological Education

Volumn 36, Issue 4, 2002, Pages 181-188

  Randler, Christoph ^a   Bogner, Franz ^a  

^a Institute of Natural Sciences   (Germany)

Author keywords

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

Indexed keywords

AVES;

EID: 0036739886     PISSN: 00219266     EISSN: None     Source Type: Journal    
DOI: 10.1080/00219266.2002.9655830     Document Type: Article

References (62)

1. Anderson O R (1997) A neuro-cognitive perspective on current learning theory and science instructional strategies. Science Education, 81, 67-89.
2. Anthes N & Randler C (1996) Die Vögel im Landkreis Ludwigsburg - eine kommentierte Artenliste mit Statusangaben. Ornithologische Jahreshefte Baden-Württemberg, 12, 1-235.
3. Balling J D & Falk J H (1980) A Perspective on Field Trips: Environmental Effects on Learning. Curator, 23, 229-240.
4. Bauer K M & Glutz von Blotzheim U N (1966) Handbuch der Vögel Mitteleuropas. Band 1. Frankfurt: Akademische Verlagsgesellschaft.
5. Bauer K M & Glutz von Blotzheim U N (1968) Handbuch der Vögel Mitteleuropas. Band 2. Frankfurt: Akademische Verlagsgesellschaft.
6. Bauer K M & Glutz von Blotzheim U N (1969) Handbuch der Vögel Mitteleuropas. Band 3. Frankfurt: Akademische Verlagsgesellschaft.
7. Baur W & Birkel P (1985) Instructional media and attitude change in biology courses. In: Aurin K, Schwarz B: Die Erforschung pädagogischer Wirkungsfelder. Bericht über die 37. Tagung der Arbeitsgruppe empirisch pädagogische Forschung der DGfE. Freiburg, p.212-219.
8. Berck K-H (1999) Biologiedidaktik. Heidelberg, Quelle & Meyer.
9. Berck K-H & Erber D (1993) Hagebuttentee und Hermelinmantel. Vermittlung von Artenkenntnissen mit der Artensteckbrief-Methode in der Primarstufe. Unterricht Biologie, 17, 14-17.
10. Berck K-H & Klee R (1992) Interesse an Tier- und Pflanzenarten und Handeln im Natur- Umweltschutz. Europäische Hochschulschriften, Reihe XI Pädagogik, 500, 1-228.
11. Black A E & L Deci (2000) The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740-756.
12. Blocker T J & Eckberg D L (1997) Gender and Environmentalism: results from the 1993 General Social Survey. Social Science Quarterly, 78, 841-858.
13. Bogner F (1998) The Influence of Short-Term Outdoor Ecology Education on Long-Term Variables of Environmental Perspectives. Journal of Environmental Education, 29, 17-29.
14. Bogner F X (1999) Empirical evaluation of an educational conservation programme introduced in Swiss secondary schools. International Journal of Science Education, 21, 1169-1185.
15. Bogner F X (2002) The influence of a residential outdoor education programme to pupils' environmental perception. Journal of Psychology of Education, 17, 19-34.
16. Bohl T (2001) Wie verbreitet sind offene Unterrichtsmethoden? Pädagogische Rundschau, 55, 217-287.
17. Cramp S C & Simmons K E L (1977-1996) Handbook of the birds of Europe, North Africa and the Middle East. Handbook of the birds of the Western Palaearctic. Vol. 1-7. Oxford, UK: Oxford University Press.
18. Eschenhagen D, Kattmann U, Rodi D (1993) Fachdidaktik Biologie. Köln, Aulis.
19. Fraser B J, Walberg H J, Welch W W & Hattie J A (1987) Synthesis of educational productivity research. International Journal of Educational Research, 11, 145-252.
20. Giacomo R M & Hedges L V (1982) Identifying features of open education. Stanford, CA: Stanford University.
21. Glutz von Blotzheim U N & Bauer K M (1971-1997) Handbuch der Vögel Mitteleuropas. Band 4-14. Wiesbaden, Aula.
22. Hagenhofer A (1993) Pflanzenbestimmung einmal anders. Unterricht Biologie, 17, 10-11.
23. Hedges L V, Gisconia R M & Gage N L (1981) Meta-analysis of the effect of open and traditional instruction. Stanford University Program on Teaching Effectiveness. Stanford, California.
24. Hoffmann L & Lehrke M (1986) Eine Untersuchung über Schülerinteresse an Physik und Technik. Zeitschrift für Pädagogik, 32, 189-204.
25. Iwon W (1992) Formenlernen im Freiland und im Klassenraum. Unterricht Biologie, 16, 43.
26. Johnson M A & Lawson A E (1998) What are the relative effects of reasoning ability and prior knowledge on biology achievement in expository and inquiry classes? Journal of Research in Science Teaching, 35, 89-103.
27. Johnson S (1987) Gender differences in science: parallels in interest, experience and performance. International Journal of Science Education, 9, 467-481.
28. Kasbohm P (1978) Zur Rolle empirischer Untersuchungen bei der Entwicklung von Biologie-Curricula. Naturwissenschaften im Unterricht - Biologie, 26, 210-217.
29. Keeves J P (1998) Methods and Processes in Research in Science Education. In: Fraser J B & Tobin K G (Ed.) International Handbook of Science Education. Part II. Dordrecht, Kluwer.
30. Killermann W (1996) Biology education in Germany: research into the effectiveness of different methods. International Journal of Science Education, 18, 333-346.
31. Killermann W (1998) Research into biology teaching methods. Journal of Biological Education, 33, 4-9.
32. Lazarowitz R (1981) Correlations of Junior High School Students' age, gender, and intelligence with ability in construct classification in biology. Journal of Research in Science Teaching, 18, 15-22.
33. Leeming C L, Dwyer W O & Bracken B A (1995) Children's Environmental Attitude and Knowledge Scale: Construction and Validation. Journal of Environmental Education, 26, 22-31.
34. Leeming C L, Porter B E, Dwyer W O, Cobern M K & Oliver D P (1997) Effects of Participation in Class Activities on Children's Environmental Attitudes and Knowledge. Journal of Environmental Education, 28, 33-42.
35. Lord T R (1997) A Comparison between traditional and constructivist teaching in college biology. Innovative Higher Education, 21, 197-216.
36. Lord T (1998) Cooperative learning that really works in biology teaching. Using constructivist-based activities to challenge student teams. American Biology Teacher, 60, 580-588.
37. Lord T (2000) 101 Reasons for Using Cooperative Learning in Biology Teaching. American Biology Teacher, 63, 30-38.
38. Lou V, Abrami P C, Spence J C, Poulsen C, Chambers B & d'Apollonia S (1996) Within-class grouping: A meta-analysis. Review of Educational Research, 66, 423-458.
39. Mayer J (1994) Zeitgemäβe Formenkunde im Biologieunterricht. Mathematisch- Naturwissenschaftlicher Unterricht, 47, 44-51.
40. Menacher P (1994) Erklärungsansätze für geschlechtsspezifische Interessen- und Leistungsunterschiede in Mathematik, Naturwissenschaften und Technik. Zentralblatt für Didaktik der Mathematik. International Reviews on Mathematical Education, 26, 1-11.
41. Morgan D C (1999) Cooperative Learning in the Community College Biology Classroom. Issues of Education at Community Colleges: Essays by Fellows in the Mid-Career Fellowship Program at Princeton University. Princeton, USA: University Press.
42. Mwangi W & Sweller J (1998) Learning to solve complex word problems: The effect of example format and generating self-explanations. Cognition and Instruction, 16, 173 University Press 199.
43. Perneger T V (1998) What's wrong with Bonferroni adjustments. British Medical Journal, 316, 1236-1238.
44. Pintrich P R, Marx R W & Boyie R A (1993) Beyond cold conceptual change. The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199.
45. Pott E (2000) Vögel. Kosmos kompakt. Stuttgart, Kosmos-Verlag.
46. Rexer H & Birkel P (1986) Höherer Lernerfolg durch Unterricht im Freiland? Unterricht Biologie, 117, 43-45.
47. Roberts R & Gott R (1999) Procedural understanding: its place in the biology curriculum. School Science Review, 81, 19-25
48. Scherf G (1985) Zur Bedeutung pflanzlicher Formenkenntnisse für eine schützende Einstellung gegenüber Pflanzen und zur Methodik des formenkundlichen Unterrichts. Inaugural-Diss.; München: Ludwig-Maximilians-Universität.
49. Slavin R E (1980) Cooperative learning. Review of Educational Research, 50, 315-342.
50. Slavin R E (1993) Kooperatives Lernen und Leistung: Eine empirisch fundierte Theorie. In: Huber G L (Ed) Neue Perspektiven der Kooperation. Schneider-Verlag: Hohengehren
51. Smeth K & Fawns R (2000) Classroom management of situated group learning: a research study of two teaching strategies. Research in Science Education, 30, 225-240.
52. Staeck L (1995) Zeitgemäβer Biologieunterricht. Eine Didaktik. Berlin: Cornelsen, 5. Aufl.
53. Starosta B (1991) Empirische Untersuchungen zur Methodik des gelenkten entdeckenden Lernens in der freien Natur und über den Einfluss der Unterrichtsform auf kognitiven Lernerfolg und Interesse für biologische Sachverhalte. Mathematisch- Naturwissenschaftlicher Unterricht, 44, 422-431.
54. Stohr-Hunt P M (1996) An analysis of frequency of hands-on experience and science achievement. Journal of Research in Science Teaching, 33, 101-109.
55. Sturm H (1975) Bestimmungsübungen im Biologieunterricht. Biologieunterricht, 1, 53-78.
56. Sweller J, van Merrienboer J J G & Paas F G W (1998) Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
57. Thair M & Treagust D F (1997) A Review of Teacher Development Reforms in Indonesian Secondary Science: The Effectiveness of Practical Work in Biology. Research in Science Education, 27, 581-597.
58. Tobin K, Tippins D J & Gallard A J (1994) Research on instructional strategies for teaching science. In: Gabel D L Handbook of research on science teaching and learning. New York, Macmillan.
59. Watson S B (1991) Cooperative Learning and Group Educational Modules: Effects on Cognitive Achievement of High School Biology Students. Journal of Research in Science Teaching, 28, 41-46.
60. Weinburgh M (1995) Gender differences in Student Attitudes toward Science: A Meta-Analysis of the Literature from 1970 to 1991. Journal of Research in Science Teaching, 32, 387-398.
61. Wittrock M C (1986) Handbook of Research on Teaching. 3rd ed. New York: Macmillan.
62. Zabel E (1993) Sippen- (Formen-) Kenntnisse - ein aktuelles Problem biologischer Unterweisungen. Biologie in der Schule, 42, 204-210.