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An app by students for students – the DPaCK-model for a digital collaborative teamwork project to identify butterflies
Acquiring digital literacy has become one of the most important tasks in school. But also acquiring species knowledge is an important task and essential to understand the value of biodiversity. In order to achieve this, a toolbox was developed to enable students to create an identification key on...
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| Autoren: | , , |
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| Format: | Artikel |
| Sprache: | Englisch |
| Veröffentlicht: |
Philipps-Universität Marburg
2023
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| Schlagworte: | |
| Online Zugang: | PDF-Volltext |
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| Zusammenfassung: | Acquiring digital literacy has become one of the most important tasks in school.
But also acquiring species knowledge is an important task and essential to
understand the value of biodiversity. In order to achieve this, a toolbox was
developed to enable students to create an identification key on any group of living
species. This can be either a species group of animals or plants or living creatures
of the school ground. It is based on the interactive identification tool “ID-Logics”
which was changed into an easy-to-use learning platform for the students. The
students (n = 26, age 11–13, Gymnasium) were interviewed using the method of
Retrospective Inquiry into Learning Process to capture changes in imagination.
The results were analyzed and discussed using the DPaCK-Model. Based on
the data, we can demonstrate the utility of the DPaCK-Model and discuss the
implications for (biology) teaching. The DPaCK-Model proves to be a useful tool
for analyzing this student project from the subject didactic perspective. Compared
to the TPaCK-Model, digitality brings up new aspects, which we discuss in terms
of the implications for (biology) teaching. In summary, the focus of the ID-Nature
project is on: Collaboration, cooperation, and participation combined with
publication, sharpening the eye for characteristic items for identification. And this
is the new challenge of digitality. The orientation framework for the acquisition
of digital competences developed for teacher education should also be seen as
an enrichment for students. In accordance with these results, guidelines were set
up for teaching digital literacy. The project is furthermore seen as an example for
Education for sustainable Development (ESD). |
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| Beschreibung: | Gefördert durch den Open-Access-Publikationsfonds der UB Marburg. |
| DOI: | 10.3389/feduc.2023.1190462 |