For the target group of secondary school children, the general pedagogical requirements are similar as they were above described for primary school children, but the pedagogical aims are different. The acquisition of knowledge in the biodiversity domain comes in the foreground. The identification process gets a bigger focus, knowledge on identification processes and procedures as well as on different aspects such as taxonomy of the species, bio-indication, socialisation, habitats, etc. become increasingly important in the teaching process. Therefore tools, which are appropriate for secondary schools, deliver more detailed and complex information and support children to explore it.
Usability aspects equally need to address the needs of the target group. Look and feel, navigation, feedback, language, etc. have to meet the needs and taste of teenagers.
Motivation is also an extremely important aspect; especially young teenagers are difficult to motivate to getting involved in activities on identification of organisms. Electronic based identification tools are a way to promote motivation amongst the generation of digital natives.
- Examples of tools appropriated for the secondary school education
- Examples of pedagogical scenarios
- Read here the experiences from the field
