Sue Townsend and Young Darwins Image courtesy of Field Studies Council |
Regular
readers will know that here at BSBI, we are very keen to help you
develop botanical identification skills: we tell you about botanical
training opportunities, we support initiatives
like Young Darwins and we share stories from our in-house
training workshops and conferences such as Training the Trainers.
A key aim of BSBI's Training & Education (T&E) Committee, chaired by Dr Sarah Whild, is to boost the profile of botany in British universities and raise awareness of any issues of concern.
Three members of T&E Committee - John Warren, Paul Ashton and Sue Townsend - have just collaborated on an article for the prestigious Times Higher Education called 'Save field biology skills from extinction
risk'.
This article appeared yesterday 26th February 2015 in Times Higher Education and we are grateful to them for permission to reprint it here in full:
Save field biology skills from extinction risk.
Learning field identification skills: Manchester Metroplitan University Image courtesy of BSBI's T&E Committee |
"It is widely accepted that decline of field
biology skills in the UK has reached crisis point. But so what? The
ability to identify bugs, flowers and bird songs may be viewed as all
rather quaint. The loss of these skills may be considered little
different from the loss of other ‘traditional country skills’
such as basket weaving or Morris dancing. However, the lack of field
biologists is keeping many people awake at night. Without recorders
who can reliably identify bumblebees, how would we know that our
pollinators are at risk and thus our future fruit crops in peril?
Without records of first flowering dates how would we know of the
biological reality of climate change? Without identification skills,
how would we recognise pest species threatening the economic future of
our islands?
Students learn microscope skills at University of Leicester Image: L. Marsh |
The legal protection of our Sites of Special Scientific
Interest is dependent on these sites containing lists of unusual
species, without the ability to confirm the presence of these species
much of our conservation policy has no foundations. It is estimated
that each year there are fewer than ten UK graduates who are proficient
enough in field ID skills to be employable and of these about half
are arts graduates who are recreational (amateur) field naturalists.
In contrast, a lack of basket weavers leaves us with a regrettable
lack of willow baskets, but is hardly a cause for the National
Conservation Agencies to call crisis meetings.
Getting started with identifying plants in the field Image courtesy of BSBI's T&E Committee |
There are probably a number of reasons that have
contributed to the decline in field biology. These include the rise
of molecular biology, the loss of staff competent and comfortable in
the field and the general decline of outdoor experience by children.
However a key factor has to be that the skills involved have been
distinctly unappreciated. In fact we would argue that in educational
circles this lack of appreciation goes much deeper. Educationalists
have been guilty of formalizing a gross undervaluing of the
complexities involved in field biology. This has occurred through a
naïve adherence to an incredibly damaging dogma that has influenced
so much of modern educational practice. Ironically, this dogma that
has been so detrimental of field taxonomy is Bloom’s taxonomy.
Practising field ID skills can be fun! Image: M. Crittenden |
In 1956 a committee of educationalists chaired by
Benjamin Bloom proposed a classification system for learning
outcomes. The objective of the group was to clarify the language used
in the design of curricula and exams. They produced a theoretical
framework that subsequently has been widely used to classify
educational goals. There now are literally hundreds of textbooks, web
pages and training courses that provide guidance on writing exam
questions based around Bloom’s taxonomy. These documents frequently
include lists of approved learning objective verbs that are deemed
appropriate when writing questions for different levels or years of
study.
Residential course in plant identification Image courtesy of Field Studies Council |
Bloom’s creed tells us that the lowest levels of cognitive
skills involve recognising, identifying, naming and memorizing. These
abilities are considered inferior to the higher levels such as
critically analysing, evaluating, criticizing and reviewing. This
sort of simplistic analysis had resulted in field biology skills
being excluded from university degrees time and time again as being
too ‘simplistic’. However, ask those responsible for dropping
these courses to distinguish Galium saxatile from Galium
sterneri and they might just start to appreciate that ID skills
are not as simple after all.
Galium saxatile (Heath Bedstraw) Image: J. Crellin http://www.floralimages.co.uk/ |
Galium sterneri (Limestone Bedstraw) Image: J. Crellin http://www.floralimages.co.uk/ |
Identification can involve combining many of the cognitive skills
regarded as being more worthy. Thus, a field biologist would read a
landscape, review the other co-occurring species and then conclude
that the specimen from the acid conditions was probably G.
saxatile. They may wish to corroborate this by using a hand
lens to determine which direction tiny hooks along the leaves point.
The fact remains that to the naked eye these two plants look
virtually identical. This level of complexity is why taxonomists
generally take years to hone their skills, a fact that rather
corroborates that it is not a low level cognitive skill.
Using a hand-lens Image courtesy A. Baker |
Real taxonomists know that there are always cases
when things are not black and white. Some individuals cannot be
condemned to belong to one species or another by rote. Bloom’s
taxonomists still need to learn this lesson. Sometimes what appear
to be low level cognitive skills are in fact highly complex
multifactorial tasks.
We have already lost a generation of field
biologists. Moreover, this lack of serious attention to
identification skills has permeated down to primary schools with
connotations of the nature table and not something to be taken
seriously in this technological age. Thus university students have
had this dismissive message reinforced right through their schooling.
If the skill set is not to be totally lost we need to act now to
overcome this inertia and identify that identification is a worthy
and noble set of complex skills that is likely to complement critical
thinking elsewhere in the syllabus".
Polishing ID skills at Training the Trainers 2014 Image: P. Gateley |
John Warren, Aberystwyth University
Paul Ashton, Edge Hill University
Sarah Taylor & Peter Thomas, Keele University
Sue Townsend, Field Studies Council
If you share the authors' concerns about the teaching of biology field skills in Britain, please share this link to the article with friends and colleagues; you can join the debate by leaving a comment on the THE website or in the comments box below.