Learning how to identify species in a situated learning scenario: Using dynamic-static visualizations to prepare students for their visit to the aquarium.
Author(s) / Creator(s)
Pfeiffer, V. D.
Scheiter, K.
Kühl, T.
Gemballa, S.
Other kind(s) of contributor
Leibniz-Institut für Wissensmedien
Abstract / Description
This study investigated whether studying dynamic-static visualizations prepared first-year Biology students better for an out-of-classroom experience in an aquarium than learning how to identify species with more traditional instructional materials. During an initial classroom phase, learners either watched underwater videos of 15 freshwater fish species (video-group, n = 46) or they were asked to identify preserved specimens of the same fish with the help of a dichotomous identification key (key-group, n = 43). Subsequently, all students were asked to identify the taught species during their visit to the aquarium. Our results indicate that the video-group was able to identify more species correctly than the key-group directly after the classroom instruction, whereas both groups performed equally well after the aquarium visit. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Persistent Identifier
Date of first publication
2011
Journal title
EURASIA Journal of Mathematics, Science & Technology Education
Volume
7
Page numbers
135-147
Publication status
publishedVersion
Review status
peerReviewed
Citation
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EURASIA_v7n2_Pfeiffer.pdfAdobe PDF - 705.8KBMD5: 8821837045b65a72e6b424dbf8a96875
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There are no other versions of this object.
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Author(s) / Creator(s)Pfeiffer, V. D.
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Author(s) / Creator(s)Scheiter, K.
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Author(s) / Creator(s)Kühl, T.
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Author(s) / Creator(s)Gemballa, S.
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Other kind(s) of contributorLeibniz-Institut für Wissensmedien
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PsychArchives acquisition timestamp2017-08-28T11:11:23Z
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Made available on2017-08-28T11:11:23Z
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Date of first publication2011
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Abstract / DescriptionThis study investigated whether studying dynamic-static visualizations prepared first-year Biology students better for an out-of-classroom experience in an aquarium than learning how to identify species with more traditional instructional materials. During an initial classroom phase, learners either watched underwater videos of 15 freshwater fish species (video-group, n = 46) or they were asked to identify preserved specimens of the same fish with the help of a dichotomous identification key (key-group, n = 43). Subsequently, all students were asked to identify the taught species during their visit to the aquarium. Our results indicate that the video-group was able to identify more species correctly than the key-group directly after the classroom instruction, whereas both groups performed equally well after the aquarium visit. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Publication statuspublishedVersion
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Review statuspeerReviewed
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/516
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.724
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TitleLearning how to identify species in a situated learning scenario: Using dynamic-static visualizations to prepare students for their visit to the aquarium.
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DRO typearticle
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Leibniz institute name(s) / abbreviation(s)IWM
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Leibniz subject classificationPsychologie
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Journal titleEURASIA Journal of Mathematics, Science & Technology Education
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Page numbers135-147
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Volume7
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Visible tag(s)Version of Record