Introduction of Plant Identification Exercises into Science Education for Elementary and Junior High School Teacher Training Courses

Abstract

Plant identification exercises were conducted from April to December from 1997 to 2000 for students within the Science Education of the Elementary and Junior High School Teacher Training Course at Tokyo Gakugei University. Field activity included observation of plants and exercises using plant identification tables, and in laboratory activities, students practiced using both plant identification cards and computer programs. Plant illustration on the home page of “Tamagawa-net” was used for some classes. For homework, students worked on sketching plants, examining plant characteristics, and identifying species names. For “advanced” exercises, students examined plant characteristics of known species names and made individual identification tables for them as teaching materials. Finally, students evaluated the plant identification exercises. According to their feedback, many students realized that there are many different characteristics between plants that appear to be the same at a first glance. In general, the feedback from university students had much in common with the feedback from junior and senior high school students who had prior experience with plant identification exercises (Ohkawa 1989, 1999). About 20% of all students (nos. 236) who participated in the exercises had very little experience in observing nature. More than 90% of the students without prior experience felt that they would like to know more about nature. About 90% of all students participated felt that they would like to conduct plant identification exercises once they become teachers. These results indicate that the plant identification exercises within the Science Education of the Elementary and Junior High School Teacher Training Course are very effective to motivate students’ interests in nature, and environmental issues as well as for information education.