Trends in children's concepts of vertebrate and invertebrate

Braund, Martin

doi:10.1080/00219266.1998.9655606

Cited by 42 publications

(47 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…And birds and mammals were the best known animals. This is consistent with children' ideas (Barrow, 2002;Braund, 1991Braund, , 1998Shepardson, 2002;Trowbridge & Mintzes, 1985, 1988Yen et al, 2007).…”

Section: Discussionsupporting

confidence: 81%

“…Many prospective teachers included names of vertebrate species in the invertebrates group: 62.5% named reptiles (snake, serpent, viper and lizard). This mistake is common in children since these animals do not have limbs (Braund 1998), the criterion of movement when classifying animals is especially important for younger children (Osborne & Freyberg, 1985). We had to ask ourselves if it was possible that they did not understand the term "invertebrate" or if they had actually read the question wrong and thought we were asking for other classes of vertebrates.…”

Section: Discussionmentioning

confidence: 99%

“…Students should understand from the very beginning of their education that success in conservation requires an understanding of the interactions between wildlife and human populations, so that they can confront the challenge of upholding and improving future quality of life. However, research carried out in this field in different countries shows that students, whether they are in elementary, secondary or higher education, have serious problems in recognizing what an animal is (Bell & Barker, 1982;Trowbridge & Mintzes, 1985), in classifying animals (Braund, 1991;Kattmann, 2001;Yen, Yao, & Mintzes, 2007) and in classifying different groups of animals (vertebrate/ invertebrate: Braund, 1998;Trowbridge & Mintzes, 1988). Several research studies have dealt with specific groups of animals, especially vertebrates (Tunnicliffe & Reiss, 1999), birds (Prokop, Kubiatko, & Fančovičová, 2007), amphibians and reptiles (Yen, Yao, & Chiu, 2004), while fewer have concentrated on insects or spiders (Barrow, 2002;Shepardson, 1997Shepardson, , 2002.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Preservice teachers' conceptions about animals and particularly about spiders

Jambrina

Vacas²,

Sánchez-Barbudo³

2017

EJREP

View full text Add to dashboard Cite

show abstract

Section: Discussionsupporting

confidence: 81%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Preservice teachers' conceptions about animals and particularly about spiders

Jambrina

Vacas²,

Sánchez-Barbudo³

2017

EJREP

View full text Add to dashboard Cite

show abstract

“…Alanyazına baktığımızda öğrencilerin biyoloji konularındaki zihinsel yapılarını ve kavramsal anlamalarını araştıran oldukça fazla miktarda çalışmanın yapıldığını görürüz (Alparslan, Tekkaya ve Geban, 2003;Aşcı, Özkan ve Tekkaya, 2001;Braund, 1998;Çapa, 2000;Tekkaya ve Balcı, 2003;Pashley, 1994;Sungur, Tekkaya ve Geban, 2001;Teixeira, 2000;Yip, 1998). Biyolojinin yaşamı ve yaşayan organizmaları inceleyen bir bilim dalı olduğu göz önüne alındığında, tüm canlıların canlı olan en temel yapı biriminin, hücrenin, neden iyi anlaşılması gerektiği ortaya çıkmaktadır.…”

Section: Introductionunclassified

A Qualitative Study Concerning the 6th Grade Students’ Conceptual Structures about the Cell Concept

Kırık¹,

Kaya²

2014

IOJES

View full text Add to dashboard Cite

This study aims to investigate 6th grade students' conceptual structures about the cell concept in science education. For this purpose, drawing method, open-ended questions and word association test were applied to 65 middle school students. Descriptive analysis and content analysis were used to analyze the data. It was found that there were a wide range of alternative conceptions in students' drawings and definitions of the cell. They mostly designated the nucleus, cell membrane and the mitochondria as the most important parts or organelles. The participants association of the cell concept with daily life was mostly categorized as 'awareness generated by knowledge', 'health' and 'finding it necessary for the future'. Also, the data collected through the word association test was categorized under 5 categories and 'defining the cell', 'parts and the organelles of the cell' and 'giving examples to the cell' were the mostly persisting ones. We conclude that the 6th grade students who met for the first time with the cell concept at school had insufficient conceptions about that concept.

show abstract

“…Bell, 1981) and they often incorrectly classify vertebrates as invertebrates (e.g. Braund, 1998) or birds as non-bird species (Trowbridge andMintzes, 1988, Prokop et al, 2007). Although these facts are wellknown there is a limited source of research that investigates children's abilities to identify living organisms.…”

Section: Why Species Identification?mentioning

confidence: 99%

Teaching Species Identification – A Prerequisite for Learning Biodiversity and Understanding Ecology

Randler

2008

EURASIA J MATH SCI T

108

View full text Add to dashboard Cite

Animal and plant species identification is often emphasized as a basic prerequisite for an understanding of ecology and training identification skills seems a worthwhile task in biology education. Such identification tasks could be embedded into hands-on, groupbased and self-determined learning: a) Teaching and learning should make use of a small selection of species (6-8) and b) these species should be embedded into learning about their natural and life history; c) different materials could be used for identification, i.e. stuffed taxidermies, plastic models or pictures. However, pictures seem only a second choice; d) ideally, pupils use identification books or dichotomous keys for their identification task to foster their methodological skills and to promote lifelong learning by enabling them to make use of such books and keys; e) if the preference is on identification keys rather than on illustrated material, pupils should be trained previously to cope better with the extrinsic load put on them by the difficult material; f) outdoor field trips and excursions should be employed only after a proper preparation in the classroom.

show abstract

Trends in children's concepts of vertebrate and invertebrate

Cited by 42 publications

References 8 publications

Preservice teachers' conceptions about animals and particularly about spiders

Preservice teachers' conceptions about animals and particularly about spiders

A Qualitative Study Concerning the 6th Grade Students’ Conceptual Structures about the Cell Concept

Teaching Species Identification – A Prerequisite for Learning Biodiversity and Understanding Ecology

Contact Info

Product

Resources

About