Abstract
Biology is a fairly complicated initial subject because it involves knowledge of biodiversity. Google Lens is a unique, mobile software that allows you to recognition species and genus of the plant student looking for. The article devoted to the analysis of the efficiency of the functioning of the Google Lens related to botanical objects. In order to perform the analysis, botanical objects were classified by type of the plant (grass, tree, bush) and by part of the plant (stem, flower, fruit) which is represented on the analyzed photo. It was shown that Google Lens correctly identified plant species in 92.6% cases. This is a quite high result, which allows recommending this program using during the teaching. The greatest accuracy of Google Lens was observed under analyzing trees and plants stems. The worst accuracy was characterized to Google Lens results of fruits and stems of the bushes recognizing. However, the accuracy was still high and Google Lens can help to provide the researches even in those cases. Google Lens wasn’t able to analyze the local endemic Ukrainian flora. It has been shown that the recognition efficiency depends more on the resolution of the photo than on the physical characteristics of the camera through which they are made. In the article shown the possibility of using the Google Lens in the educational process is a simple way to include principles of STEM-education and “New Ukrainian school” in classes.
Highlights
The school biology course is quite complicated because it includes a huge number of abstract concepts and terms [4]
The school biology course involves the study of species diversity learning [7]
The general inaccuracy of Google Lens analysis was 8.4% on the modeling experiment. This result proves the possibility of Google Lens using in the educational process and it can help pupils to conduct their own researches; in 92.6% of cases, it can help to find the right answer
Summary
The school biology course is quite complicated because it includes a huge number of abstract concepts and terms [4]. The school biology course involves the study of species diversity learning [7]. Ukraine has a rich biota with more than 25,000 species of plants (5,100 vascular plants, more than 15,000 mushrooms and mollusks, more than 1,000 lichens, almost 800 mosses and about 4,000 algae) and 45,000 species of animals (more than 35 000 insects, almost 3 500 other arthropods, 1800 protozoa, 1600 roundworms, 1280 flatworms and 440 ringworms among more than 44 thousand invertebrates, about 200 fish and roundworms, 17 amphibians, 21 reptiles, about 400 birds and 108 mammals from the vertebrates) and is characterized by a certain endemism. A school teacher cannot perfectly know all kinds of species. He may face the problem: “the students brought a photo of a plant or animal and want to determine the species of this plant or animal”. The absence of the answer will lead to decreasing of student’s motivation which is even more important than the fact of absence of the answer
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