NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1211453
Record Type: Journal
Publication Date: 2019
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9266
The Contribution of Dichotomous Keys to the Quality of Biological-Botanical Knowledge of Eighth Grade Students
Andic, Branko; Cvijeticanin, Stanko; Maricic, Mirjana; Steševic, Danijela
Journal of Biological Education, v53 n3 p310-326 2019
The aim of the research is to examine the contribution of applying author-generated dichotomous keys (digital key - DDK and print key - DPK) to the quality and durability of the knowledge of eighth grade students about the "Systematic and classifications of plants (Bryophyta, Pteridophyta, Gymnosperms and Angiosperms)", as compared to traditional teaching. The study included 180 eighth grade students from Montenegro (12-13 years old) divided into three groups: E[subscript 1] (where content was learned through DPK), E[subscript 2] (where content was learned through DDK) and K (where content was learned through the verbal-textual method). Dichotomous keys contributed to increasing the quality and durability of the knowledge acquired in comparison to traditional teaching at the cognitive levels of analysis, evaluation and synthesis. DDK contributed to the higher quality and durability of student knowledge in comparison to DPK at the cognitive levels of evaluation and synthesis.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Montenegro