000			02087nam a22002057a 4500
005			20240305174310.0
008			240305b ||||| |||| 00| 0 eng d
022			_a0002-7685
100			_aBrooks, Jeremy M.
245			_aI Know That’s a Grasshopper, but I Don’t Know Why _b: An Argument-Driven Inquiry Activity for Teaching Taxonomy (Journal Article)
260			_aUnited States _b:National Association of Biology Teachers (NABT) _c, August 2023
300			_a159–163p.
440			_aAmerican Biology Teacher _v, Volume 85: Issue 3, March 2023
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: 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			_ataxonomy| generating taxonomic keys| entomology| argument-driven inquiry| field and lab-based learning
700			_aGrinath, Joshua B. | Rasmussen, A. M. | Grinath, Anna S.
856			_uhttps://doi.org/10.1525/abt.2023.85.3.159
942			_cPER
999			_c45540 _d45539