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Aufsatz (Zeitschrift) zugänglich unter
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Originaltitel: Professional competence of student teachers to implement species identification in schools – a case study from Germany
Paralleltitel: Strokovne kompetence bodocih uciteljev za implementacijo prepoznavanja vrst v soli - studija primera iz Nemcije
Autoren: ; ;
Originalveröffentlichung: CEPS Journal 7 (2017) 1, S. 29-47
Dokument:
Lizenz des Dokumentes: Lizenz-Logo 
Schlagwörter (Deutsch): Lehramtsstudent; Berufliche Kompetenz; Fachkompetenz; Biologieunterricht; Gattung <Biol>; Taxonomie; Fachwissen; Grundschule; Sekundarbereich; Wissenstest; Selbsteinschätzung; Fragebogenerhebung; Empirische Untersuchung; Baden-Württemberg; Deutschland
Pädagogische Teildisziplin: Empirische Bildungsforschung; Fachdidaktik/mathematisch-naturwissenschaftliche Fächer
Dokumentart: Aufsatz (Zeitschrift)
ISSN: 2232-2647
Sprache: Englisch
Erscheinungsjahr:
Begutachtungsstatus: Peer-Review
Abstract (Englisch): This study investigates how well prepared student teachers are to implement species identification in school. Data were collected with the help of a questionnaire and a PowerPoint presentation in which local plant and animal species were presented. Participants (n = 357) correctly identified, on average, 23% of the plants and 44% of the animals. They identified plants mainly by flower characteristics and leaves, and animals mainly by shape and colour. Family and school were key sources of participants’ knowledge of species. The self-estimated competence of participants to identify species was positively correlated with their taxonomic knowledge and the amount of time they had spent on species identification during their own schooldays. The number of correctly identified plant and animal species increased with interest in identifying species and participation in species identification courses. Participants considered learner-centred education and experience-based learning, and the use of living organisms to be most important when identifying species in school. (DIPF/Orig.)
weitere Beiträge dieser Zeitschrift: CEPS Journal Jahr: 2017
Statistik: Anzahl der Zugriffe auf dieses Dokument
Prüfsummen: Prüfsummenvergleich als Unversehrtheitsnachweis
Eintrag erfolgte am: 18.04.2017
Empfohlene Zitierung: Lindemann-Matthies, Petra; Remmele, Martin; Yli-Panula, Eija: Professional competence of student teachers to implement species identification in schools – a case study from Germany - In: CEPS Journal 7 (2017) 1, S. 29-47 - URN: urn:nbn:de:0111-pedocs-129561