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182 Natural Resources and Environmental Issues Volume VII LITERATURE CITED Angelo, T. A. 1991a. Bridging the gap between education research and college teaching. Faculty Development 4:1-3. Angelo, T. A. 1991b. Classroom research: early lessons from success. New directions for teaching and learning. No. 46. Jossey-Bass, San Francisco, CA. Bean, J. C. 1996. Using Writing to Promote Thinking. Chpt. 1 in Bean, J. C. 1996. Engaging ideas. Jossey-Bass, San Francisco, CA. Boyer, E. L. 1990. Scholarship Reconsidered: Priorities of the Professoriate. Carnegie Foundation for the Advancement of Teaching. Princeton Univ. Press, NJ. Campa, H., III, K. F. Millenbah, and C. P. Ferreri. 1996. Lessons learned from fisheries and wildlife management using constructive controversies in the classroom. Pages 235- 244 in First biennial conference on university education in natural resources. Pennsylvania State University, University Park, PA. Emig, J. 1977. Writing as a Mode of Learning. College Composition and Communication 28:122-128. Johnson, D. W., and R. T. Johnson. 1992. Creative controversy: intellectual challenge in the classroom. Interaction Book Company, Edina, MN. Johnson, D. W., R. T. Johnson, and K. A. Smith. 1991. Active learning: cooperation in the college classroom. Interaction Book Company, Edina, MN. Langer, J. A., and A. N. Applebee. 1987. How Writing Shapes Thinking: A Study of Teaching and Learning. NationalCouncil of Teachers of English, Research Report No. 22. Urbana, IL: National Council of Teachers of English. Ledford, D. L. 1996. The new wildlife students: are university programs addressing the change? Wildlife Society Bulletin 24:371-372. Moore, R. 1994. Writing to Learn Biology: Let’s Stop Neglecting the Tool That Works Best. Journal of College Science Teaching (March/April):289-295. The Wildlife Society. 1989. Bylaws of The Wildlife Society. The Wildlife Society. Bethesda, MD. The Wildlife Society. 1995. Charter of the College and University Wildlife Education Working Group of The Wildlife Society. The Wildlife Society. Bethesda, MD.
AUDIO TAPES VS. INTERACTIVE COMPUTER SOFTWARE FOR STUDYING BIRD SONGS: THE VALUE OF ACTIVE LEARNING Mark R. Ryan 1 and Bruce D. Dugger 2 1 Associate Professor, Fisheries and Wildlife, The School of Natural Resources, University of Missouri, Columbia, MO 65211. 2 Instructor, Division of Biological Sciences, University of Missouri, Columbia, MO 65211. Current Address: Post-doctoral Associate, MacArthur Agro-Ecology Research Center, Lake Placid, FL 33862. ABSTRACT: We tested the use of audio tapes versus interactive computer software for learning of bird songs by undergraduate students at the University of Missouri. Overall final grades did not differ between semesters when audio tapes or computer software were used to study bird songs. Mean song quiz scores were higher (21.63 vs. 19.48; 25 maximum, P = 0.04) and mean quiz score variances lower (0.49 vs. 0.75, P = 0.007) when students had access to interactive computer software than when they used audio tapes to study bird songs. Key factors affecting improved student performance seemed to be higher student interactions and peer teaching activity, self-testing options, and ease of access to specific quiz material provided by interactive computer software. INTRODUCTION Identifying bird species from auditory cues is essential to most avian population research, population monitoring, and conservation efforts. Avian ecologists use song or call note identification to establish presence, determine relative abundance, or quantify density of birds during breeding, migratory, and winter residency periods (Verner 1985). Whereas some individuals show amazing ability to learn birds songs and calls, recognizing hundreds of species (Forsyth 1994), most people find learning bird songs tedious and difficult. Until recently most students of bird song used phonograph records or audio tapes for study, but the advent of CD-ROM has resulted in a variety of computer software to aid in learning bird songs. We used data from our Ornithology course at the University of Missouri to test whether the use of CD-interactive software improved student performance on bird song quizzes versus their performance using audio tapes. METHODS In our Ornithology course at the University of Missouri we require students to learn 70 common bird songs. From 1985 to 1995 we made available to students audio tapes for study of the required songs and quizzed them on subsets of songs throughout the semester. We compiled study tapes of the required songs from several commercially available phonograph or tape sources. We made available photo slides sets matched to the song tapes in our teaching laboratory which was open daily from approximately 0700 to 1800 hours Monday to Friday. However, most students made copies of our tape or purchased their own and studied tapes outside of the classroom. Here we present data from the last 5 semesters (during years from 1989 through 1995) when tape availability, song quiz structure, etc. were identical to 1996-1997 when interactive software for bird song study was used. In 1996 we obtained a computer with CD-ROM and audio playback capability for dedicated use by Ornithology students. We made various computer software available to students in 1996 and 1997 for study of the same songs required in prior years. Two primary interactive computer packages were used by students. We made available National Audubon Society’s Interactive CD-ROM Guide to North American Birds©. This software shows visual images of a bird species while playing the song. We also installed on the computer the program Bird Song Master©. This software, without visuals, plays the Peterson Field Guide Compact Disc for Bird Songs®. It also allowed us to create files of the only the required songs in the same order previously used with audio tapes. This was not an option with the Audubon CD-ROM software. Bird Song Master had random quizzing options for the students to use for self-testing. Students had access to the interactive software on the same schedule as in prior years. Some students in 1996 and 1997 continued to use audio tapes for study outside of class, but the great majority used the computer during, and especially outside of regularly scheduled class times.
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Acknowledgments This publication re
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INTEGRATED NATURAL RESOURCE PLANNIN
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