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Among 357 participants, average correct identification reached 23% for plants and 44% for animals. Plant recognition relied mainly on flower and leaf traits, while animal recognition emphasized shape and colour. Competence correlated with taxonomic knowledge and time spent identifying species, and increased with interest and course participation, highlighting learner-centred, experience-based learning and living organisms in instruction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/professional-competence-of-student-teachers-to-implement-species-identification-in-schools-a-case-study-from-germany/598023/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/professional-competence-of-student-teachers-to-implement-species-identification-in-schools-a-case-study-from-germany/598023.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How was the study of student teachers’ competence to identify species conducted?","Question",{"text":112,"@type":113},"Data were collected using a questionnaire and a PowerPoint presentation that showed local plant and animal species.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What were the average identification accuracies for plants and animals?",{"text":117,"@type":113},"Participants correctly identified, on average, 23% of plants and 44% of animals.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors were linked to higher self-estimated competence and better identification results?",{"text":121,"@type":113},"Self-estimated competence correlated positively with taxonomic knowledge and time spent identifying species; correct identifications increased with interest and participation in species identification courses.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598023,1792461695,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Professional Competence of Student Teachers to Implement Species Identification in Schools – A Case Study from Germany  \nPetra Lindemann-Matthies*1, Martin Remmele2 and Eija Yli-Panula3  \n• This study investigates how well prepared student teachers are to implement species identification in school. Data were collected with the help of a questionnaire and a PowerPoint presentation in which local plant and animal species were presented. Participants (n = 357) correctly identified, on average, 23% of the plants and 44% of the animals. They identified plants mainly by flower characteristics and leaves, and animals mainly by shape and colour. Family and school were key sources of participants’ knowledge of species. The self-estimated competence of participants to identify species was positively correlated with their taxonomic knowledge and the amount of time they had spent on species identification during their own schooldays. The number of correctly identified plant and animal species increased with interest in identifying species and participation in species identification courses. Participants considered learner-centred education and experience-based learning, and the use of living organisms to be most important when identifying species in school.  \nKeywords: biodiversity; species identification; student teachers;  \ncurriculum  \n1 *Corresponding Author. Karlsruhe University of Education, Germany; lindemannmatt@ph-karlsruhe.de.  \n2 Karlsruhe University of Education, Germany.  \n3 Department of Teacher Education, University of Turku, Finland.  \n30 professional competence of student teachers to implement species identification ...  \nStrokovne kompetence bodočih učiteljev za implementacijo prepoznavanja vrst v šoli – študija primera iz Nemčije  \nPetra Lindemann-Matthies, Martin Remmele in Eija Yli-Panula  \n• Ta raziskava preučuje, kako dobro so bodoči učitelji pripravljeni na implementiranje prepoznavanja živalskih in rastlinskih vrst v šoli. Podatkiso bili zbrani s pomočjo vprašalnika in predstavitve v PowerPointu, v kateri so bile predstavljene lokalne rastlinske in živalske vrste. Udeleženci (N = 357) so v povprečju pravilno prepoznali 23 odstotkov rastlin in  \n44 odstotkov živali. V večini primerov so rastline prepoznali glede naznačilnosti cvetov in listov ter živali glede na obliko in barvo. Glavnavira znanja udeležencev o vrstah sta bila družina in šola. Samoocena kompetenc udeležencev za prepoznavanje vrst je bila pozitivno povezana z njihovim taksonomskim znanjem in s količino časa, ki so jo v šoli namenili prepoznavanju vrst. Število pravilno prepoznanih rastlinskih in živalskih vrst se je povečalo z njihovim zanimanjem za prepoznavanje vrst in s sodelovanjem pri predmetih, pri katerih se ukvarjajo s prepoznavanjem vrst. Udeleženci so opredelili, da so za prepoznavanje vrst v šoli najpomembnejši na učenca osredinjeno poučevanje in izkustvenoučenje ter uporaba živih organizmov pri pouku.  \nKljučne besede: biotska pestrost, prepoznavanje vrst, bodoči učitelji, kurikulum  \nIntroduction  \nBiodiversity has been recognised as an educational priority at all levels of formal education (UNESCO, 2005) and it has been proposed that pupils should be empowered to act in ways that protect and conserve biodiversity (Gayford, 2000; Lindemann-Matthies et al., 2011; Menzel & Bögeholz, 2009; Van Weelie & Wals, 2002). However, pupils might not care about species which they do not know and cannot name (Pilgrim, Cullen, Smith & Pretty, 2008; Weilbacher, 1993). Familiarising pupils with local plants and animals should thus be a fundamental part of biodiversity education in school (Barker, Slingsby & Tilling, 2002; Leather & Quicke, 2010; Lindemann-Matthies, 2005, 2006; Scott et al., 2012). However, teachers might not be well-prepared for this task.  \nSystematic biology has been drastically reduced in recent decades at European universities (Bilton, 2014; Leather & Quicke, 2009; Swiss Academy of Sciences, 2006), leading to a generation of academic","cbCaiddeT8rcmKCj","https://ap.wps.com/l/cbCaiddeT8rcmKCj","pdf",296169,"English","# Introduction\n## Biodiversity education and the species-naming challenge\n## Declining systematic biology training and the taxonomic impediment\n## Reduced outdoor experience and diminished local biodiversity knowledge","[{\"question\":\"How was the study of student teachers’ competence to identify species conducted?\",\"answer\":\"Data were collected using a questionnaire and a PowerPoint presentation that showed local plant and animal species.\"},{\"question\":\"What were the average identification accuracies for plants and animals?\",\"answer\":\"Participants correctly identified, on average, 23% of plants and 44% of animals.\"},{\"question\":\"What factors were linked to higher self-estimated competence and better identification results?\",\"answer\":\"Self-estimated competence correlated positively with taxonomic knowledge and time spent identifying species; correct identifications increased with interest and participation in species identification courses.\"}]","Professional Competence of Student Teachers to Implement Species Identification in Schools - A Case Study from Germany | PDF",1792086154,48]