Using the University campus for botanical fieldwork at tertiary level

Abstract

This study evaluated the effectiveness of existing and proposed learning resources used during botanical fieldwork at the University of Malta. Currently, students use a number of identification resources with the most common resources being field guides, the tutor (indicating passive participation on the field) and internet resources. Concerns relating to current botanical resources included the exclusive reliance on observational skills, validity and updatability issues and tedious identification processes. Teaching and learning resources, including an electronic species identification multi-access key and a species catalogue, were specifically created to promote the active participation of undergraduate students during botanical fieldwork and to aid in the identification process of plants. These were tested on a sample of students. All students thought the proposed electronic species key was user-friendly. Inclusion of photos of plants, illustrations of plant features and overall guided structure of the key were among the aspects considered most useful. The proposed species catalogue added a sense of familiarity and was deemed useful by all students. A number of field activities were also devised and their educational benefit was investigated through brief questionnaires. Proposed fieldwork activities were received favourably by all students. This study also highlighted that the students’ main concern about identification resources was the scientific terminology used.