Modernization of Plant Taxonomy Curriculum through Use and Development of Plant Identification Expert Systems

通过基于计算机的专家系统进行植物识别的现代技术可以通过使本科生接触到植物分类群内季节性形态变化的总宽度来丰富他们对物种概念的理解，而无论他们进行研究的季节是什么，并积极地让他们参与基于探究的植物分类群内和植物分类群之间特征状态变异的研究，因为这有助于这些专家系统的扩展和发展。我们目前的教学实践缺乏这样的丰富性，目前的教学实践主要利用基于季节的纸质二分检索表来培训学生进行基于现场的植物识别。二分检索表不利于植物分类群的探究式研究，因为它们的扩展和修改相对困难。另一方面，基于计算机的专家系统的结构非常有利于学生在探究性活动中的贡献和发展。这项建议的具体目标是：1.用基于光盘的多通道植物识别专家系统取代纸质的二分植物识别关键字，从而使植物分类学课程现代化。2.丰富学生的教育经验，鼓励他们了解科学研究的性质，因为它与分类决策有关，有助于植物专家系统数据库的不断完善和扩展。3.培养学生在假设制定和检验的实际性质中的过程技能，特别强调分类学中使用的统计技术。4.发展团队学习和团队责任的技能和技巧。5.通过让本科生参与创建和开发专家系统来提高教学效率，这将需要利用他们新获得的/同时获得的植物分类学知识和技能，使其成为一种既能自我强化，又能对未来学生和广大公众有利的形式。6.与目前的教学实践相比，测试这种学习方法的有效性。正在进行的迈阿密大学树木学专家系统试点项目的初步结果表明，这些目标可以通过拟议的植物分类学课程修改来实现。

Modern techniques of plant identification via computer based expert systems can enrich undergraduate students' comprehension of the species concept by exposing them to the total breadth of seasonal morphological variation within plant taxa irrespective of the season in which they conduct their studies and actively engage them in inquiry based study of variation of character states within and between plant taxa as they contribute to the expansion and development of these expert systems. Such richness is lacking from our current pedagogical practices which primarily utilize season specific paper based dichotomous keys for training students in field based plant identification. Dichotomous keys are not conducive to inquiry based study of plant taxa because of the relative difficulty associated with their expansion and modification. The structure of computer based expert systems on the other hand are very conducive to contributions and development by student engaged in inquiry based activities. Specific objectives of this proposal are to: 1. Modernize the plant taxonomy curriculum by replacing paper based dichotomous plant identification keys with CD-ROM based multi-access plant identification expert systems. 2. Enrich the educational experience of students by encouraging them to develop an understanding of the nature of scientific inquiry as it relates to taxonomic decisions as they contribute to the continual refinement and expansion of the plant expert system data bases. 3. Develop students' process skills in the practical nature of hypothesis formulation and testing, with particular emphasis on the statistical techniques used in taxonomy. 4. Develop group learning and group responsibility skills and techniques. 5. Improve instructional effectiveness by engaging undergraduates in the creation and development of expert systems which will require utilization of their newly/simultaneously acquired knowledge and skills of plant taxonomy into a format that is both self reinforcing and beneficial to f uture students and the public at large. 6. Test the effectiveness of this method of learning compared to current pedagogical practices. Preliminary results from the ongoing Miami University Dendrology Expert System pilot project indicate that these objectives can be met by the proposed modification of our plant taxonomy curriculum.