Societal Impact Statement It is critical that people understand the importance of plants to all life on Earth, and this must be taught in an understandable and engaging way at an early age. Plant reproduction provides useful real‐life examples for teaching students about the biology of plants. However, what do students actually know about this process? We asked students to complete one of three writing tasks to ascertain their understanding of plant reproduction. Their responses provide useful insight into their conceptions of plant reproduction. Ultimately, better knowledge of students' conceptions of topics like plant reproduction can provide educators with important insights to help guide and improve teaching of plant biology in schools. Summary Teaching botany is a challenge due to the phenomenon of “plant blindness” and students' general lack of interest in plants. The reproduction of flowering plants can serve as a useful topic for teaching botany by providing a real‐life context to aid learning. However, research has shown that students have difficulties in understanding how the stages of plant reproduction are connected. This study aims to examine students' conceptions of the processes of plant reproduction. Students' conceptions were analyzed in a multi‐method approach. A total of 724 students from fifth to 12th grade (aged 10–18 years) were assessed using three different types of writing and drawing tasks. Students' conceptions were analyzed in a qualitative content analysis. Results show that students struggle to differentiate between pollination and seed dispersal. Moreover, students have better knowledge about the function of seeds than about the function of pollen. Students are most familiar with seed dispersal by wind and pollination by bees. Better knowledge of students' conceptions can greatly aid teaching. Students' awareness of the function of seeds can be used as a starting point for teaching plant reproduction. The writing and drawing tasks of the study can be used in class to assess students' conceptions in an easy way to make conceptions and their development visible to both students and teachers. Knowledge about students' conceptions of plant reproduction can serve as a basis for deeper understanding and improve how plant biology is taught in schools.

Understanding plant reproduction is an important goal in biology education. Unfortunately, various studies show that students have difficulties in connecting the stages of plant reproduction. Students' conceptions of the processes of sexual reproduction (e.g. pollination and seed dispersal) remain unclear, although these conceptions appear crucial for understanding plant reproduction. Therefore, the current study focuses particularly on students' conceptions of the processes of plant reproduction. To assess students' conceptions, we used open-ended tasks and analysed the answers through qualitative content analysis. In this contribution we present the results of the task 'Open description of plant reproduction', which asked students to draw and describe their ideas of plant reproduction. The task was completed by 228 Austrian students from secondary school (age 10-18). The results show that students often describe only one of the processes involved in reproduction (either pollination or seed dispersal) but rarely describe the correct consecutive order of both processes. Moreover, many students from all age groups mix pollination and seed dispersal. This implies that it is necessary to address the confusion of these processes explicitly. The presented task can further help to easily assess students' conceptions in class and specifically address students' difficulties and needs.

Studies in the field of second-language-learners in German showed that students apply different strategies if they are exposed to a linguistic overload in school. These strategies very often result in behaviour of avoidance. In this paper, a case study from biology class illustrates a student named Lela who applies an avoidance strategy: She refuses to read schoolbook texts on her own and the autonomous work on a crossword puzzle, too. To capture the reason for Lela's behaviour this case study uses participatory observation protocols (OP) which are analysed via Key-Incident-Analysis. Moreover, we analysed the respective schoolbook texts and the crossword puzzle. Results reveal that Lela's avoidance strategies are not symptoms of laziness or a lack of interest but linguistic complexity in schoolbook texts and missing support of learning language of schooling .