I Know That’s a Grasshopper, but I Don’t Know Why (Record no. 45540)
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| 000 -LEADER | |
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| fixed length control field | 02087nam a22002057a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240305174310.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240305b ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0002-7685 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Brooks, Jeremy M. |
| 245 ## - TITLE STATEMENT | |
| Title | I Know That’s a Grasshopper, but I Don’t Know Why |
| Remainder of title | : An Argument-Driven Inquiry Activity for Teaching Taxonomy (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | United States |
| Name of publisher | :National Association of Biology Teachers (NABT) |
| Year of publication | , August 2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 159–163p. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | American Biology Teacher |
| Volume number/sequential designation | , Volume 85: Issue 3, March 2023 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________***<br/><br/><br/> |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract: Undergraduate biology teachers usually emphasize taxonomic keys as tools for students to explore organismal diversity and biological roles, largely ignoring the epistemologically challenging process of creating the keys. Students are often frustrated by the challenging language and apparent randomness of traits selected for taxonomic keys, which in turn leads to decreased interest in and motivation for taxonomy. Here, we offer an Argument-Driven Inquiry activity designed to engage students in both the scientific practices and processes required to generate taxonomic keys. Students make observations of organisms in both field and lab settings, generate taxonomic keys, and engage in scientific argumentation with their classmates to evaluate the accuracy and usefulness of their keys. Through this activity, teachers can help students recognize the useful yet imperfect nature of taxonomic keys and the subjective nature of choosing the traits used to construct them. We believe that by lifting the veil of certainty that often shrouds taxonomic keys, students become more open to the productive struggle inherent to taxonomy and the scientific process. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | taxonomy| generating taxonomic keys| entomology| argument-driven inquiry| field and lab-based learning |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Grinath, Joshua B. | Rasmussen, A. M. | Grinath, Anna S. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1525/abt.2023.85.3.159 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Koha item type |
|---|---|---|---|---|---|
| RIE BPL Library | RIE BPL Library | 05.03.2024 | Periodicals |