Teaching and learning animal classification with e-Resources: A tale of two classrooms

Ngai Ying CHING, Wing Mui Winnie SO

Research output: Contribution to journalArticle

Abstract

Animal classification has long been a central part of biological science education. However, research studies have found that the concepts of animals and animal classification are challenging for students. This paper discusses two approaches adopted by teachers in teaching animal classification to sixth graders with e-resources. One approach flows from the general rules of animal classification to individual groups of animals, resembling a ‘deductive’ way of thinking. The other approach, instead, flows from different groups of animals to the general rules of animal classification and resembles an ‘inductive’ way of thinking. Lesson designs created by the two teachers, student pre-and post-lesson tests and interviews with focus group students are analysed to gain understanding of how different aspects of teaching and learning animal classification with e-resources are related to the two approaches. The results suggest that both approaches are effective in introducing the concepts of animals and animal classification as well as engaging students in learning. Copyright © 2012 The Science in Society Community.
Original languageEnglish
Pages (from-to)107-116
JournalThe International Journal of Science in Society
Volume3
Issue number3
DOIs
Publication statusPublished - 2012

Fingerprint

animal
classroom
Teaching
resources
learning
Group
student
student teacher
teacher
interview
science

Citation

Ching, F. N.-y., & So, W. W.-m. (2012). Teaching and learning animal classification with e-Resources: A tale of two classrooms. The International Journal of Science in Society, 3(3), 107-116.

Keywords

  • Animal Classification
  • E-Resources
  • Internet
  • Learning Environments
  • Primary Science