THE USE OF REALIA VERSUS POWERPOINT PRESENTATIONS ON BOTANY LESSONS

Botany is traditionally viewed as less attractive than zoology for students, despite the fact that plants play a key role in natural ecosystems. It is hypothesized that survival-relevant information may enhance learner's attention and that this information might be better remembered than others...

Full description

Saved in:
Bibliographic Details
Published in:Journal of Baltic science education 2016-01, Vol.15 (1), p.18-27
Main Authors: Prokop, Pavol, Majerčíková, Dominika, Vyoralová, Zuzana
Format: Article
Language:English
Subjects:
Botany
Education
ICT Information and Communications Technologies
Nonprint Media
Plant sciences
Plants (Botany)
School education
Science Instruction
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Botany is traditionally viewed as less attractive than zoology for students, despite the fact that plants play a key role in natural ecosystems. It is hypothesized that survival-relevant information may enhance learner's attention and that this information might be better remembered than others. Additionally, the use of the PowerPoint (PPT) presentation software in teaching biology is questionable, particularly in comparison with the use of realia. A theory of adaptive memory was employed in an experiment, in which the presence of fruits, their colour and their toxicity on samples of plants was handled. The memory scores and interest in plants of the participants were measured. The effectiveness of the PPT compared with the use of realia (live plants) was also analysed. The memory scores were highest in treatments with living samples of plants containing fruits. Survival-relevant information (plant toxicity) was better retained than survival-irrelevant information. Participants retained information about plants with dark fruits better than about plants with red fruits. The activities with live plants, but not the PPT, increased participant's interest in plants. In summary, using living plants and fruits over the PPT is recommended when teaching botany.
ISSN:1648-3898
2538-7138
DOI:10.33225/jbse/16.15.18