Seeing the Forest and the Trees: Research on Plant Science Teaching and Learning

Ebert-May, Diane; Holt, Emily A.

doi:10.1187/cbe.14-06-0105

Cited by 9 publications

(6 citation statements)

References 4 publications

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“…In addition, the argument put forward by Sanders (2019), that the apparent "slowness" of plants could be one reason for not noticing them, might also be a factor. This mirrors much of the research work in educational science that concerns questions of preference for animals or plants (e.g., Wandersee, 1986;Kinchin, 1999); student responses to diverse plant education interventions (e.g., Lindemann-Mathies, 2005;Fančovičová, & Prokop, 2011;Nyberg & Sanders, 2014;Krosnick, Baker, & Moore, 2018;Pany et al, 2019); student reactions to specific plant displays in botanic gardens (e.g., Tunnicliffe, 2001;Sanders, 2007); considerations of plants in science curricula content (e.g., Hershey, 2002;Galbraith, 2003;Ebert-May & Holt, 2014); and the relatively few visual cognition studies concerned with plants (e.g., Schussler and Olzak, 2008;Balas & Momsen, 2014). Furthermore, a large body of educational research has concerned itself with the identification of plants and the perceived connections between knowledge of, and attitudes to, plants (e.g., Bebbington, 2005;Frisch, Unwin, & Saunders, 2010).…”

Section: Introduction and Backg Roundmentioning

confidence: 99%

Plants to the fore: Noticing plants in designed environments

Nyberg

Hipkiss

Sanders

2019

Plants People Planet

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Societal Impact Statement Educational experiences where the ecological and social significance of plants is the main focus are crucial tools to help us to overcome “plant blindness” and challenge “zoocentric” views. By examining how student teachers respond to two different educational environments; one where animals are in the foreground, and another where plants take center stage, we conclude that for plants to be noticed in animal‐rich environments, they need to be prominent in the design of spaces with information about them displayed clearly. This work will help inform the design and creation of tools that will enhance and develop plant science education. Summary Plants are not only essential for human health and well‐being, but are fundamental to life on Earth. Despite their central importance in sustaining life on this planet, many humans do not notice plants to the same extent as they do animals, a phenomenon described as “plant blindness”. Research indicates that multimodal and sensoric experiences might be significant tools for bringing about a shift away from plant blindness toward recognizing plants and their importance for life on Earth. This study seeks to explore the affordances of sensory‐rich indoor environments in two different settings; one where living animals are in the foreground (a science center), and one where living plants are in the fore (a greenhouse in a botanical garden). The participants in this study were elementary school student teachers. Data were collected through individual questionnaires that examined the student teachers' experiences visiting the two sites. The student teachers' answers are rich in aesthetic expressions, both regarding the animals and plants mentioned and regarding the environments studied. There is a dominance of animal references at the science center and a dominance of plant references from the botanical garden. In order for plants to be noticed in animal‐rich environments, they need to be foregrounded in the design of spaces and information about them clearly exposed to human view.

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Section: Introduction and Backg Roundmentioning

confidence: 99%

Plants to the fore: Noticing plants in designed environments

Nyberg

Hipkiss

Sanders

2019

Plants People Planet

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“…These are exciting research challenges for bright undergraduate minds, but perhaps not always as immediately attractive as research on artificial intelligence or cancer. Encouraging more students to embrace plant science is thus urgent, but not always easy (Leversley et al, 2012 ; Australian Council for International Agricultural Research, 2014 ; Ebert-May and Holt, 2014 ; Jones, 2014 ). How might those of us teaching future scientists provide them with the intellectual impetus to pursue plant science?…”

Section: Introductionmentioning

confidence: 99%

The plant detectives: innovative undergraduate teaching to inspire the next generation of plant biologists

et al. 2015

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Encouraging more students to embrace plant science research is a global priority. We have evolved a second year undergraduate course from a standard lecture/practical format into an innovative research-led learning design that gives students hands-on experience of cutting-edge plant science research and specialist instrumentation. By making tangible the links between plant genetics, biochemistry, physiology and function, the active learning curriculum extends students to their limits, and gives them insights into the multi-faceted nature of plant science research. Using genetically-mapped mutants of Arabidopsis thaliana, we challenge our students to apply their conceptual learning immediately to identify “unknown” genetic mutations affecting plant form and function. By exposing students early in their student careers to the challenges, rigors and excitement of plant science research, we have helped them grow quickly into astute researchers who truly deserve the title “Plant Detectives.” Many have become motivated to continue their studies as plant biologists in research-focused honors (pre-doctoral) and doctoral programs.

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“…29 These activities may lead to the development of knowledge and skills that promote inquiry in more complex topics, such as the community structure and may also allow the development of a closer bond between the learner and nature. 34,35 Whether the activities described in the CAPS documents are indeed sufficient to allow learners to develop knowledge, skills and a positive view of plants remains to be investigated in the South African context.…”

Section: Discussionmentioning

confidence: 99%

botanical content in the South African curriculum: A barren desert or a thriving forest?

Abrie

2016

S. Afr. J. Sci.

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Botanists who are interested in education have often expressed their dismay at how plant sciences are neglected in Biology curricula, despite the important roles that plants play. While botanists in several overseas countries have studied the ways in which plant sciences are represented in curricula, no research has been done on how botany is neglected in the South African curriculum. Currently, the South African curriculum is known as the Curriculum and Assessment Policy Statements (CAPS) for Grades R–12. In this study, a comparison was made among the content that is generally taught in introductory plant sciences courses, the American Society of Plant Biologists’ principles for plant biology education and the relevant CAPS documents. The time spent on plant, animal or human-focused content was established and compared at both phase and grade level. It was found that while the curriculum addresses all the major concepts in the plant sciences, very little time was being allocated to exclusively plant-focused content as compared to animal and human-focused content. This neglect was particularly prevalent in the Foundation Phase. The way in which the content is structured and presented in the curriculum may in all likelihood not be sufficient to provide a strong knowledge and skills foundation in the plant sciences, nor will it encourage the development of positive values towards plants. While consensus regarding the content of a curriculum will be difficult to achieve, awareness of potential gaps in the curriculum should be brought to the attention of the botanical and educational communities.

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Seeing the Forest and the Trees: Research on Plant Science Teaching and Learning

Abstract: In this editorial we link the articles published in this Special Focus section with the practical utility of using plants in education to transform and transcend traditional botany classes. We suggest current and future implications of research in this area.

Cited by 9 publications

References 4 publications

Plants to the fore: Noticing plants in designed environments

Plants to the fore: Noticing plants in designed environments

The plant detectives: innovative undergraduate teaching to inspire the next generation of plant biologists

botanical content in the South African curriculum: A barren desert or a thriving forest?

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