The report by the World Health Organization, “Universal Eye Health”, highlights the need for more intensive research in order to improve the quality of life and education of NV people (WHO, 2013). The fact is that only a small number of NV people (i.e. people born without sight and taught without visual references in school) are provided with a contemporary education, as it requires significant material resources (Hashemi et al., 2017; Livingston, McCarty, & Taylor 1997; Lamichhane, 2016, 2017). Education in the field of Natural Sciences is one of the main challenges in the education of NV people (Fraser & Maguvhe, 2008). Across a large number of studies, it has been concluded that with the help of assistive educational technology, NV students can achieve the same quality of knowledge in different natural sciences as students who have no visual impairment (Freire, Linhalis, Bianchini, Fortes, & Pimental, 2010; Rice, Aburizaiza, Jacobson, Shore, & Paez, 2012). In the biological education of NV students, it is especially demanding to adapt the educational content in topics related to biodiversity, because so much of it is perceived visually. By contrast, the biodiversity education of NV students should be based on touch, hearing and smell (Smith, 1998; Smith, Polloway, Patton, & Dowdy, 1998). In the case of NV people, the absence of the visual sense is compensated for by the better development of other senses, primarily touch, hearing and smell (Morin-Parent, Beaumon, Théoret, & Lepag, 2017). Therefore, they acquaint themselves with their environment only partially, including in their approach to biodiversity. Research has shown that insufficient knowledge of biodiversity has the following consequences: the incomplete interaction of NV people with the environment; a negative impact on mental health and social skills, as well as limiting self-confidence (Binns et al., 2012). In order to mitigate these consequences, it is necessary to allow NV students to perceive their environment based on their available sensory experiences, insofar as it is possible. The most common ways to educate NV people about biodiversity Branko Andjić University of Montenegro, Montenegro Stanko Cvijetićanin University of Novi Sad, Serbia Simon Hayhoe Bath University, United Kingdom Rade Grujičić, Danijela Stešević University of Montenegro, Montenegro Abstract. Recently, the research about innovative approaches in the education of blind (non-visualNV) students has intensified; however the use of dichotomous keys (DK) in their botanical education has not yet been examined. This research explored the contribution of two self-generated dichotomous keys (DK) for plant identification (a digital versionDDK and a printed versionDPK), to the botanical education of NV students. The research included 100 students, with an average age of 24, divided into 2 groups. Group E1 determined the plants using the DDK while in Group E2 plants were identified using the DPK. The DDK contributed more than the DPK in helping the NV participants to acquire the quality and durability knowledge they need to identify different plant groups (woody, bushy and herbaceous plants). The NV has the greatest success in the identification of woody plants, and the least success in the identification of herbaceous plants. The members of both groups (E1, E2) had possitive opinion about the contribution of the applicable dichotomous key to their knowledge, the activities in it. Due to this fact, both versions of DKs are recommended as new assistive tools in the botanical education of NV students.

中文翻译：

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非视觉（盲）人植物学学习的二分法关键

世界卫生组织的报告“全球眼健康”强调需要进行更深入的研究，以提高 NV 人的生活质量和教育质量（WHO，2013）。事实是，只有少数 NV 人（即出生时没有视力并且在学校没有视觉参考的人）接受了当代教育，因为这需要大量的物质资源（Hashemi 等，2017；Livingston，McCarty， & Taylor 1997；Lamichhane，2016、2017）。自然科学领域的教育是 NV 人教育的主要挑战之一 (Fraser & Maguvhe, 2008)。大量研究得出的结论是，在辅助教育技术的帮助下，NV 学生可以在不同自然科学领域获得与没有视力障碍的学生相同的知识质量（Freire、Linhalis、Bianchini、Fortes 和 Pimental，2010 年；Rice、Aburizaiza、Jacobson、Shore 和 Paez，2012 年）。在NV学生的生物教育中，特别要求适应与生物多样性相关主题的教育内容，因为很多都是视觉感知的。相比之下，NV 学生的生物多样性教育应该基于触觉、听觉和嗅觉（Smith，1998 年；Smith、Polloway、Patton 和 Dowdy，1998 年）。在 NV 人的情况下，视觉的缺失被其他感官的更好发展所补偿，主要是触觉、听觉和嗅觉（Morin-Parent, Beaumon, Théoret, & Lepag, 2017）。所以，他们只是部分地熟悉他们的环境，包括他们对待生物多样性的方法。研究表明，对生物多样性的认识不足会产生以下后果： NV 人与环境的相互作用不完全；对心理健康和社交技能的负面影响，以及限制自信心（Binns 等，2012）。为了减轻这些后果，有必要让 NV 学生在可能的情况下根据他们可用的感官体验感知他们的环境。教育 NV 人生物多样性的最常见方法 Branko Andjić 黑山大学，黑山 Stanko Cvijetićanin 塞尔维亚诺维萨德大学 Simon Hayhoe Bath 大学，英国 Rade Grujičić，Danijela Stešević 黑山大学，黑山 摘要。最近，加强盲人（非视觉NV）学生教育创新方法的研究；然而，尚未研究在他们的植物学教育中使用二分键 (DK)。本研究探讨了两种用于植物识别的自生成二分键 (DK)（数字版 DDK 和印刷版 DPK）对 NV 学生植物学教育的贡献。该研究包括 100 名学生，平均年龄为 24 岁，分为 2 组。E1 组使用 DDK 确定植物，而 E2 组使用 DPK 确定植物。在帮助 NV 参与者获得识别不同植物群（木本植物、浓密植物和草本植物）所需的质量和耐久性知识方面，DDK 的贡献超过了 DPK。NV在木本植物的鉴定中成功率最高，在草本植物的鉴定中成功率最低。两个组（E1、E2）的成员都对适用的二分键对他们的知识和其中的活动的贡献持积极态度。由于这个事实，两个版本的 DK 都被推荐作为 NV 学生植物学教育的新辅助工具。