Jawale C.S.
Zoology Department, H. P. T. Arts and R. Y. K.
Science College, Nashik -422005
Freshwater
entomology is a part of course for Post-graduation at Zoology. Instead of
teaching this topic with conventional lecture and laboratory method, if it is
taught with the lecture, lab, audio-visual and field visit, it would be more
learning than just memorisation. This will enhance students understanding of
ecology and insect species interactions.
Freshwater
entomology is one of the parts of freshwater zoology course taught at
post-graduation in zoology of Pune University, Pune (Anonymous 2013). In this
part, teaching of identification of freshwater insects is a necessary aspect of
course. In this course university has assigned three hours of theory and two
hours of laboratory session.
In this course, teacher discusses the specific
adaptation in aquatic insect for their survival in aquatic habitat using
lecture method. Before starting this topic in classroom lecture, teacher has to
elaborate the identification characters of aquatic insect, at least for the
selected examples of aquatic insect. These identification characters are hardly
discussed in the laboratory setting or in previous classes of undergraduate
level. But often teacher have to revise during lecture hours in addition. Here
at all levels of learning, student plays a role of listeners without active
participation. Student do not collect and verify this characters on their
personal collections. Particularly diagnostic or adaptations characters are
discussed and shown on an individual basis unless student inquires about it. In
teaching freshwater insect identification, instructor relies on demonstration
material maintained in laboratory museums or on personal collection or else use
to show only photographs and images of insects.
Are these students of this course, expected to
capture and identify a personal collection of freshwater Aquatic insects? The
answer from university syllabus is ‘yes’. In semester-field visit this
collection is expected by student and instructor. But often the laboratory
assistant or instructor brought and preserve them in laboratory museum to be
used year by years. There is no any fixed method for the evaluation system or
scoring or grading system of each student’s collection. The quality of the
collection is evaluated by about as many different methods as there are
instructors. In the syllabus, identification of freshwater insects and there
adaptation is only expected. To enhance students learning experience, teacher
can organise a relevant field visit at nearby ponds, lakes or rivers to aid the
classroom teaching.
Taking into
consideration all above point in present study we adapted a very innovative
teaching program for freshwater entomology.
During a classroom
hours, we details the theoretical points related with the insect ecology and
adaptation. Then in next laboratory hours we introduced them with
identification characters of those insect showing special adaptation for
aquatic life. In second half of the lecture session, showed a documentary film
on aquatic insect specifically prepared and directed by German Gutierrez (2001)
for Discovery channel. Then they were acquainted with museum specimens. This all
efforts were focused with the intention to make them familiar with those
aquatic insect identifications.
In second classroom session, students learned
about morphological modification and necessity of locomotors and respiratory
adaptation in aquatic insects.
Where as in next laboratory session field visit
was organised at nearby pond (Khambal Lake, Meharavani, Trambak, Nashik). Where
there is a rich insect diversity and aquatic ecosystem is conserved. Along with
student, teacher and laboratory assistant, and all necessary equipment’s like
field microscope, net, dissection boxes, slides, fixative, magnifying glasses,
photographic units, camera, folding table, glassware and containers, laptop
with modem and active internet connection we visited the site.
Following all the necessary precautions,
students are ask to look for aquatic insect which they have already observed in
the museum. As they are well acquainted with some of these insect in laboratory
and classroom session, they take interest in observing many more insect, their
adaptations, and interactions with the other components of the ecosystem. They
collect insect specimens and try to identify their own in the temporary
laboratory setup on the site. To confirm their identifications they prefer to
use the provided photo-catalogues, monographs and books (Merritt et. al.,
1978), even some time they take use of laptops and internet to confirm their
findings. They take photograph of these insect during their active learning in
the pond ecosystem. Finally they study and collect many more new specimens of
aquatic insect and their life stages which they have not even seen in college
museum.
•
To identify
the site for field visit having rich aquatic ecosystem.
•
To
organise, control and manage the field visit and temporary lab setup at the
site.
•
To
encourage student to explore the ecosystem for more and more species
interaction observations.
•
Give at
hand guidance for the setting temporary laboratory near pond,
•
Give quick
reference for the observation and preservation technique of aquatic insects,
•
To
encourage the student to collect and identify new insect species
•
To details
about the similarities of adaptive and diagnostic characters of the insect
collected by students.
•
To observe
the involvement of individual student in the ecosystem exploration.
•
To judge
the performance of each student for assigning the marks and grades.
•
This
creates enthusiasm in student for learning the subject (Jaus 1977).
•
Target
oriented field visit fulfilled the objectives of syllabus.
•
The time
spends at the site by student initiated thinking and questioning about the
other ecological factors and they discuss the adaptive characters of other
organism.
•
Accompanying
reference material at site like Computer data base, internet facility, book and
photo-catalogues give chance to learn many other organisms found on the site.
•
It
initiates group discussion and healthy transfer of peer knowledge.
•
The main
advantage of this exercise is that it helps the student associated some
ecological concepts with an observed phenomenon.
•
Also the
information collected by teacher is utilised to answer other questions raise by
student rather than being ignored as often happens with routine laboratory
exercise (Anonymous 2003).
•
This create
aptitude for the research when newer, unidentified insect species and their
adaptation, ecological interaction are observed by students.
•
They
memorise lots of event, species, and phenomenon happened during the field visit
to inquire and correlate it with the classroom teaching later on.
Freshwater entomology is a part of postgraduate
course in Zoology. For teaching this course in syllabus three lectures and one
practical weightage is given by University. Instead of traditional teaching, if
innovative field laboratory teaching method is adapted with the classroom and
museum session, it will give lots of advantage to students and teachers in
their learning process.
Author is thankful
to Principal, and Head of Department Zoology, H.P.T. Arts and Science College,
for availing the necessary facilities and encouragements.
1. Anonymous (2003) Classroom teaching skills 7th
edition, New York, Houghton Mifflin Company.
2. Anonymous (2013) M.Sc. Zoology Syllabus, Pune
University, Pune
3. German Gutierrez (2001) ‘INSECTIA’, Aquatic
insect, Documentary film by Pixcom production (APFTQ)
4. Jaus, H. (1977). Activity-oriented science: Is
it really that good? Sci. Child. 14: 26 - 28.
5. Merritt, R.W., K.W. Cummins, and V.H. Resh.
(1978). Collecting, sampling, and rearing methods for aquatic insects, p. 13 -
28. In R.W. Merritt and K.W. Cummins (ed.) An introduction to the aquatic
insects of North America. Kendall-Hunt Publ. Co., Dubuque, IA.
Published in National conference
