The master's thesis examines the use of identification keys in the teaching of biology and science in Slovenian primary schools. Identification keys represent an important didactic tool through which students develop observation skills, classification abilities, analytical thinking, and deepen their understanding of biodiversity. The aim of the research was to determine how often, for what purposes, and in which educational contexts teachers use identification keys, as well as which forms of keys are most commonly used in school practice.
The research was conducted in two parts. In the first part, we analyzed the curricula of science-related subjects in primary school and found that incorporating identification keys is meaningful for many learning contents and operational objectives. In the second part, we carried out an empirical study using a quantitative approach on a purposive sample of science teachers who participated in a survey.
The results show that teachers frequently use identification keys in science teaching. The most common topics for using identification keys are animals, followed closely by plants. The most frequently used are pictorial and descriptive keys, but digital versions and mobile applications are increasingly being adopted. Teachers apply these tools both in the classroom and during outdoor activities, science days, and field trips. The research also highlighted a clear need for more didactic materials. Most teachers expressed a positive opinion about the use of identification keys and their value in developing students’ scientific literacy.
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