Modern biology curricula focus on aspects of genetics, ecology and evolution, and there is less coverage of systematics than in earlier times. However, Randler (2008) argues that the ability to identify species is not only important to understanding these branches of biology, but also for a better understand of biodiversity and many present day environmental and sustainability issues. This research is about the processes involved in the identification of species by students using a visually-rich internet resource. This presentation will illustrate the research method and discuss results in the context of (i) dialogue and collaboration (Clark et al 1996), and (ii) the use of visually-rich, internet-based taxonomic resources in species identification (Cook, 2006).

The research was conducted with teacher students studying multidisciplinary studies in basic education at the University of Eastern Finland. Students worked in groups collaboratively identifying birds using the NatureGate online resource (www. naturegate.net).  NatureGate is a free, open access, interactive resource structured around a photographic database that supports identification of plants and animals.

Clark, C. et al. 1996, Collaboration as Dialogue: Teachers and Researchers Engaged in Conversation and Professional Development, American Educational Research Journal, 33 (1), 193-231. Cook, M.P. 2006. Visual representation in science education: the influence of prior knowledge and cognitive load theory on instructional design, Science Education, published online 20.06.06 Randler, C. 2008. Teaching species identification. A prerequisite for learning biodiversity and understanding ecology, Eurasian Journal of Mathematics, Science and Technology Education, 4 (3), 223-231.