Introduction into the Vertebrates in a Project-Based versus Teacher-Centered Setting

This paper asks how to promote pupils to reconstruct their knowledge about vertebrate concepts in a way that their conceptual understanding fits scientific evidence. It proposes a project-based approach of teaching Classification of Vertebrates. This approach is theory-orientated relying on project theory and on conceptual change theory. Therefore I compared the children’s learning and performance in a project-based unit on vertebrates with a teacher-directed unit. The goal of my investigation was to see the effects of the two teaching methods on children’s conceptual change and whether biology teachers might utilize project-based methods for the reaching of educational standards.

Theoretical framework

More recent research results prove that teacher-centered learning cannot contribute to a better educational quality in the sense of a more flexible easy-to-apply knowledge. Among others the difficulties met by pupils are to be considered as a consequence of teaching methods based on questions and answers developed thereof under the supervision of teachers (Sumfleth, 2002). The discussion about improving the quality of science education focuses on a variety of methods, so the project method (A. Wasmann-Frahm, 2009).

Many investigations have proved the lack of taxonomic knowledge (Braund, 1991;  Ryman, 1974; Wasmann-Frahm, 2009a). The common suggestions that penguins, whales, sea-lions were fish reveal a classification attributed to the habitat and locomotion criteria. The problem is that such misconceptions are resistant to change (Duit, 2000). Instead of using the learnt conceptions people continue applying the concepts they first learnt (Olman, 2004; Posner, Strike, Hewson, & Gertzog, 1982; Quine, 1977; Rosch, Mervis, Gray, Johnson, & Boyes-Braem, 1976). For the construction of vertebrate concepts pupils have to learn using both parts of the hybrid comparison process, the similarity-based and the theory-based part (Smith & Sloman, 1994).

The project learning in question is characterized by the elaboration of a complex interlaced theme. The learning is action-oriented, takes place in co-operative settings and pursues a common goal, for example a presentation or an exposition about the students’ findings (Bastian, Gudjons, Schnack, & Speth, 2004; Dewey, 1931; Wasmann-Frahm, 2009). It is integrated  in subject lessons and submitted to curricular guidance (A. Wasmann-Frahm, 2009).

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