Species-Recognition Program: A Computer-Assisted Approach to Recognizing Species †
-
Authors:
Steven Kelsch1,*,
Jeffrey Carmichael1
-
Published 04 May 2016
- ©2016 Author(s). Published by the American Society for Microbiology.
-
[open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.
-
†Supplemental materials available at http://asmscience.org/jmbe
- *Corresponding author. Mailing address: Department of Biology, Stop 9019, 10 Cornell St., University of North Dakota, Grand Forks, ND 58202-9019. Phone: 701-777-4284. Fax: 701-777-2623. E-mail: [email protected].
Abstract:
Species recognition is a crucial component for many types of biological studies. To that end, broadly trained students must be able to accurately identify many different types of organisms. Courses that focus on learning the names of different species traditionally rely on preserved specimens viewed during class or laboratory time. Unfortunately, reliance on preserved specimens comes with many challenges in providing students with an optimal learning experience. The curriculum activity described here uses a modified PowerPoint file (species-recognition program—SRP) as a means of helping students learn to recognize and identify fishes based on subtle visual cues. Our results indicate that students were better able to identify fish species when using the SRP as a learning approach than when using preserved specimens. We suggest that the SRP approach to species recognition is an effective, viable alternative or supplement to preserved specimens that can be easily implemented in any course that emphasizes species identification. Information and materials are provided to enable instructors to create their own species-recognition programs. Journal of Microbiology & Biology Education
References & Citations
Supplemental Material
-
Appendix 1: Species-recognition program template with instructions and examples
-
MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.
-
PDF
551.61 Kb
-
PDF
-

Article metrics loading...
Abstract:
Species recognition is a crucial component for many types of biological studies. To that end, broadly trained students must be able to accurately identify many different types of organisms. Courses that focus on learning the names of different species traditionally rely on preserved specimens viewed during class or laboratory time. Unfortunately, reliance on preserved specimens comes with many challenges in providing students with an optimal learning experience. The curriculum activity described here uses a modified PowerPoint file (species-recognition program—SRP) as a means of helping students learn to recognize and identify fishes based on subtle visual cues. Our results indicate that students were better able to identify fish species when using the SRP as a learning approach than when using preserved specimens. We suggest that the SRP approach to species recognition is an effective, viable alternative or supplement to preserved specimens that can be easily implemented in any course that emphasizes species identification. Information and materials are provided to enable instructors to create their own species-recognition programs. Journal of Microbiology & Biology Education

Full text loading...
Author and Article Information
-
Published 04 May 2016
- ©2016 Author(s). Published by the American Society for Microbiology.
-
[open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.
-
†Supplemental materials available at http://asmscience.org/jmbe
- *Corresponding author. Mailing address: Department of Biology, Stop 9019, 10 Cornell St., University of North Dakota, Grand Forks, ND 58202-9019. Phone: 701-777-4284. Fax: 701-777-2623. E-mail: [email protected].
Figures
Screen shot of SRP showing viewable items when image is first presented to the user (A) and items revealed after mouse click (B). Fish image was obtained online from the public domain at www.public-domain-image.com/free-images/fauna-animals/fishes/alewife-fish.

Click to view
FIGURE 1
Screen shot of SRP showing viewable items when image is first presented to the user (A) and items revealed after mouse click (B). Fish image was obtained online from the public domain at www.public-domain-image.com/free-images/fauna-animals/fishes/alewife-fish.
Self-quiz scores for species recognition by students using the species-recognition program (SRP) over three consecutive trials. Scores are self-reported. Data represent mean ± standard deviation. N = 77, 75, and 60 over the three trials respectively.

Click to view
FIGURE 2
Self-quiz scores for species recognition by students using the species-recognition program (SRP) over three consecutive trials. Scores are self-reported. Data represent mean ± standard deviation. N = 77, 75, and 60 over the three trials respectively.
Quiz scores for species recognition by students using either the species-recognition program (SRP) or traditional method (TM) as the primary learning strategy. Each quiz consisted of five digital images and five specimens, all of which were previously unseen by students. Data represent mean ± standard deviation for all six quizzes combined. Mean values labeled with different letters are significantly different (p < 0.05). N = 79 quizzes for SRP and 73 quizzes for TM.

Click to view
FIGURE 3
Quiz scores for species recognition by students using either the species-recognition program (SRP) or traditional method (TM) as the primary learning strategy. Each quiz consisted of five digital images and five specimens, all of which were previously unseen by students. Data represent mean ± standard deviation for all six quizzes combined. Mean values labeled with different letters are significantly different (p < 0.05). N = 79 quizzes for SRP and 73 quizzes for TM.
Performance results for portion of final exam based on specimens and novel images (images of fish that had not been presented to students previously). Data represent mean ± standard deviation. Mean values labeled with different letters are significantly different (p < 0.05). N = 9 students.

Click to view
FIGURE 4
Performance results for portion of final exam based on specimens and novel images (images of fish that had not been presented to students previously). Data represent mean ± standard deviation. Mean values labeled with different letters are significantly different (p < 0.05). N = 9 students.
Student survey results showing their perceptions of the effectiveness of the species-recognition program (SRP) versus the traditional method (TM) in promoting species recognition.

Click to view
FIGURE 5
Student survey results showing their perceptions of the effectiveness of the species-recognition program (SRP) versus the traditional method (TM) in promoting species recognition.