![]() Patience and some hard work over a period of years can, however, provide keys that will help solve the problem or identification and provide a means for enriching the biology course.Ĭopyright is held by the author who has granted the Oklahoma State University Library the non-exclusive right to share this material in its institutional repository. The teacher can not expect to write a complete key in just one year. Practice has shown that the "exception II presents no real problem. With keys that are of such a limited nature, one must expect to encounter exceptions. He must practice critical observation, and he must get an opportunity to conquer the unknown. The student must have a fundamental knowledge of the morphology of his specimens in order to use a key. The value of simple taxonomic keys does not lie solely in their use for identification. Capitalizing on the facts that the student is limited to a small area and collecting time and that more obscure forms will not make up the general collection, the teacher usually can write keys that will apply to most of the local specimens and can incorporate more superficial physical characteristics in these keys. Identification by trial-and-error methods offers little practice of the scientific method, and comprehensive taxonomic keys must of necessity employ terminology too complex for the average high school student.įindings and Conclusions: One solution to the problem is for the teacher to write his own simple taxonomic keys. Quite often their students must rely on a trial-and-error process of picture comparison or upon comprehensive taxonomic keys. Scope of Study: Student identification of collected specimens is usually a problem for high school biology teachers.
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