Abstract:

The learning and teaching of science based on research is an effective and motivating pedagogical approach that places students at the center of the learning process and establishes the student's analogy as a scientist.

This study presents a didactic proposal for the teaching-learning of the concept of biodiversity through inquiry based learning (IBL). Both, researchers of the University of Jaen and students and teachers of secondary education participated in this study, which aims to increase the level of knowledge of the participants on the great diversity of native plant species of the Iberian Peninsula and familiarize high school students with the scientific method and with the plants's classification systems. Moreover, this study positively influence their attitudes, habits and behaviors in relation to habitat conservation. The guided research work were developed in three sessions that are shown below:
1) Field work;
2) Laboratory work;
3) Seminar.

Firstly, participants visited the green spaces and the Native Flora Garden located in the University of Jaen. During the visit the students had to try to identify the plant species that called their attention by mean the use of identification guides and the free application ARBOLAPP. Plant material was collected for later pressing and labeling. Once in the laboratory, the students tryed to identify different types of physical adaptations (sclerophyllous leaves, presence of tomento -white skins-, etc.), chemical adaptations (aromatic leaves, presence of essential oils, etc.) or biological adaptations (secretion of substances to feed small predatory insects that keep the plant free of pests). For this, students used material and laboratory instrumentation.

The students, which were guided by the researchers, had the common objective of identifying and correctly labeling the plant material collected in the previous session as well as describing the observed adaptations, which were included in their worksheets. During the third session, students designed a scientific poster. They were able to synthesize the most significant information by selecting it critically and prepared a brief presentation of its results and conclusions. After completing the didactic sequence, the students were able to distinguish the scientific processes involved in a research work, identify different autochthonous plant species by attending to different criteria and be aware of the biological richness existing in our environment.

Keywords:

Inquiry based learning, native flora garden, plant biodiversity, secondary education.