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RESEARCH PAPER
How Children Get to Know and Identify Species
1
Bern University of Teacher Education, SWITZERLAND
2
Karlsruhe University of Education, GERMANY
Publication date: 2021-12-24
EURASIA J. Math., Sci Tech. Ed 2022;18(1):em2061
KEYWORDS
ABSTRACT
This study investigated with the help of in-depth interviews and a think-aloud-approach how 10-
to12-year-old children (n = 46) in the Canton of Berne, Switzerland, get to know species, how they
identify plants and animals, and for how important they consider species knowledge to be. Own
observations and sensual experiences coupled with positive emotions were most prominent when
children encountered plants and animals for the first time. Family members helped most in getting
to know species, and were more needed in case of plants. When describing plants, children
focused less on flower or flower color than on other characteristic traits. In case of animals, special
attention was paid on the body, i.e., its size, form and color. Mean knowledge of animals and
mean number of traits mentioned per class was positively related. Children considered species
knowledge important for utilitarian reasons and because they thought it part of a general
education.
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