What can be done to increase future teachers’ plant knowledge?

Published on Apr 20, 2021in Journal of Biological Education0.764
· DOI :10.1080/00219266.2021.1909632
Éva Borsos3
Estimated H-index: 3
(University of Novi Sad),
Edita Borić3
Estimated H-index: 3
(UNIOS: Josip Juraj Strossmayer University of Osijek),
Maria Patocskai2
Estimated H-index: 2
Sources
Abstract
Plant blindness is becoming a universal phenomenon among both students and adults. They do not know the names of the plants in their immediate environment, nor are they interested in familiarising ...
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2012
1 Author (Barak Rosenshine)
References26
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Background: In the light of the ongoing loss of species the knowledge about and the ability to identify species becomes increasingly important for effective monitoring and conservation measures. Learning about identifying biodiversity is a central task for future biologists and biology teachers and universities play an important role in educating future experts and multipliers. It builds one basis for conservation literacy. Methods: We analyzed undergraduate students' prior knowledge on plant sp...
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#1Lhoussaine MaskourH-Index: 1
#2Anouar AlamiH-Index: 8
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This study aims to assess learning outcomes and identify students’ misconceptions in plant classification. We conducted a questionnaire survey with undergraduate and master’s students. The qualitative analysis of the students’ responses made it possible to shed light on the difficulties of assimilation of many notions and also to identify the different misconceptions constructed during their learning courses about plant organisms. The findings indicate that some students are not motivated to tak...
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#1Éva Borsos (University of Novi Sad)H-Index: 3
#2Maria PatocskaiH-Index: 2
Last. Edita Borić (UNIOS: Josip Juraj Strossmayer University of Osijek)H-Index: 3
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AbstractElementary school children spend less and less time outdoors in nature. In this way they will neither become familiar with plants and animals in their environment, nor will their environmental awareness develop. The solution for them would be to spend more quality time outdoors. In this work 170 teachers from Hungary and 170 teachers from Serbia shared their experiences and opinions about outdoor education. The aim was to determine whether they thought that outdoor classes were an effect...
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Abstract The effectiveness of outdoor education and the effects such education has on pupils, are undeniable, but often, teachers cannot conduct enough classes outdoors due to reasons beyond their influence (lack of time, lack of locations, etc.). The comparative analysis of the National Curricula of Serbia, Hungary and Croatia shows significant similarities. In order to support the teachers, the authors composed a list of viable locations for outdoor learning and categorized these by teaching u...
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#1Katie Bucher (IU: Indiana University)H-Index: 1
Abstract This article examines how garden educators in Havana, Cuba and Philadelphia, United States navigate the challenges and opportunities provided by local school settings and the larger policy and social contexts to think about and explain garden education as valid and valuable pedagogy. Havana and Philadelphia educators explain their own perspectives on school garden programs by drawing on situated pedagogical paradigms about the contributions garden programs make to schools and the school...
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#1Beth S. Robinson (University of Exeter)H-Index: 7
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Concern has been expressed over societal losses of plant species identification skills. These losses have potential implications for engagement with conservation issues, gaining human wellbeing benefits from biodiversity (such as those resulting from nature-based recreational activities), and early warning of the spread of problematic species. However, understanding of the prevailing level of species identification skills, and of its key drivers, remains poor. Here, we explore socio-demographic ...
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While there is increasing world-wide discussion of the importance of renewable biological resources and a bio-based economy, science educators around the world have become aware of a declining general interest in plants and agriculture and of little knowledge of plants among the public. Recently, there have been few systematic investigations on the knowledge of crops. To address this observation, we initiated a questionnaire survey with secondary school students based on the assumption that stud...
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Students’ different learning performance on mathematical problem solving across contexts has attracted a number of researchers’ interest. The study investigates the spatial orientation ability of primary school students in an outdoor situation, where six pairs of grade six students are asked to coordinate themselves physically in terms of given distances with respect to two given points. Their spatial orientation performance is evaluated quantitatively, in terms of the number of attempts needed ...
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Plants, to many, are simply not as interesting as animals. Students typically prefer to study animals rather than plants and recall plants more poorly, and plants are underrepresented in the classroom. The observed paucity of interest for plants has been described as plant blindness, a term that is meant to encapsulate both the tendency to neglect plants in the environment and the lack of appreciation for plants’ functional roles. While the term plant blindness suggests a perceptual or attention...
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As social, economic and environmental issues have become more prominent in the 21st century, there has been increased critical scrutiny into the ways that outdoor learning interacts with sustainability issues and concepts. As a result, a number of discourses have emerged which interrogate human/nature relationships in traditional outdoor education and propose greater engagement with place-responsive or sustainable approaches. Drawing on research with teachers in Aotearoa New Zealand, this articl...
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