The ability of A-level students to name plants

Bebbington, Anne

doi:10.1080/00219266.2005.9655963

Cited by 185 publications

(155 citation statements)

References 3 publications

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“…The observed low ability to recognize and identify plant species among students is not unique for this particular age group neither for Portuguese students, since the knowledge of students about identification of plants is equally low in other countries (Bebbington, 2005;Schussler & Olzak, 2008;Strgar, 2007). This inability was also observed when students were asked to distinguish between native and invasive plants.…”

Section: Discussionmentioning

confidence: 80%

Public Perception of Invasive Plant Species: Assessing the impact of workshop activities to promote young students' awareness

Reis¹,

Marchante²,

Freitas³

et al. 2013

International Journal of Science Education

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Invasive species are one of the main threats to biodiversity worldwide. Even though they are identified and recognized as such by the Portuguese law, the majority of the population is not yet aware of this problem. Aiming to increase awareness about biological invasions among young students, a workshop on Invasive Plant Species was organized at the Botanical Museum of the University of Coimbra. A total of 170 teenager students from five schools participated in the workshop. Three activities were prepared, focusing on: (1) identification of invasive plants, (2) competition between native and invasive plants and (3) control of invasive plants. One year later, questionnaires were sent to the participants, aiming to appraise workshop effectiveness, and this questionnaire revealed that these students know more about invasive plant species than a comparable group of students that did not participate in the workshop. The results clearly showed that practical informal education activities may be effective in raising public awareness. Questionnaires were essential to evaluate the knowledge acquired and retained by the students during the workshop.

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Section: Discussionmentioning

confidence: 80%

Public Perception of Invasive Plant Species: Assessing the impact of workshop activities to promote young students' awareness

Reis¹,

Marchante²,

Freitas³

et al. 2013

International Journal of Science Education

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“…California children (n=12) taken on a plant walk around the University of California Botanical Gardens displayed extremely limited knowledge of plants (Dougherty 1979). America's knowledge deficit is not unique; researchers in the United Kingdom found that 86% of biology students were unable to identify more than three common wildflowers, and 41% could name only one, or none (Bebbington 2005). Studies conducted in Switzerland and Germany corroborate this low level of ecoliteracy in developed nations (LindemannMatthies 2005).…”

Section: Introductionmentioning

confidence: 99%

Botanical Knowledge of a Group of South Carolina Elementary School Students

Cooper

2008

Ethnobot. Res. App.

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“…Even if it is counterbalanced by the wide availability of photographic identification guides, it indicates a decrease in the connection children and illustrators have with the countryside, the end-product of a process dubbed the "devolution" of ethnobotanical knowledge (Atran et al 2004, Wolff et al 1999. This low level of botanical knowledge amongst children has been documented both in Britain (Bebbington 2005) and the USA. (Cooper 2008).…”

Section: Discussionmentioning

confidence: 99%

“…Such knowledge and its use are largely extinct now due to the fact that children are no longer used as shepherds (Łuczaj 2008). This kind of decrease in popular botanical knowledge seems to be a global trend (e.g., Atran et al 2004, Bebbington 2005, Cooper 2008, Wolff et al 1999. In this present day reality a large proportion of the contact which children have with nature is vicarious (based on watching television, reading books etc).…”

Section: Introductionmentioning

confidence: 99%

Primroses versus Spruces: Cultural differences between flora depicted in British and Polish children's books

Łuczaj

2009

Ethnobot. Res. App.

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. Rewolucji 1905 r. nr 64, 90-222 Łódź, POLAND. lukasz.luczaj@interia.pl dominującą potencjalną roślinność naturalną (lasy liściaste), a w większym elementy borealne pospolite w lasach wtórnych i na wschód od Polski. To odchylenie może być wytłumaczone przyczynami historycznymi (zmiana granic po roku 1945). IntroductionWhen I first set foot in Britain about twenty years ago I was amazed by the amount of real plants, realistically drawn wild species native to Britain, shown on mugs, cups, toys and in books. In my home country, Poland, plants seemed to be drawn without care for detail. Flower motifs, for example, were drawn in a completely abstract style, with colours and shapes invented by the artist.Drawing and painting plants has long been an important part of British education and culture, particularly in Victorian and Edwardian times, when women in the countryside would be experts not only in growing but also in drawing plants, the most beautiful example being the diary of Edith Holden (1977). Realistic plant illustrations became particularly popular due to the Art Nouveau movePrimroses versus Spruces: Cultural differences between flora depicted in British and Polish children's books Łukasz Łuczaj Education AbstractPlant illustrations encountered by children during their education directly result from the actual native culture and flora and simultaneously shape children's perception of vegetation. Children's book illustrations were compared in Great Britain, a country with a long tradition of realism in visual arts, and Poland (89 books were studied in each country). It was found that British children's books contained more species of plants and less species of fungi, but the differences were not significant. The proportion of native woodland species is the same for both countries, but Polish illustrations show less woodland flowers and more trees. British illustrations contain proportionally more purple and yellow flowers. Polish illustrations do not reflect the potential natural vegetation (deciduous forests) but rather reflect species typical for disturbed sites and boreal elements of the flora, which are dominant in the countries east of Poland. This can be explained by population movements which took place after 1945. AbstraktIlustracje roślin, z którymi stykają się dzieci podczas swojej edukacji, są produktem kultury kraju i jego flory, jednocześnie oddziałują na ich percepcję roślinności. W pracy porównano ilustracje w bajkach dziecięcych Wielkiej Brytanii i Polski (po 89 książek). Celem pracy było sprawdzenie czy, z powodu silnych tradycji realistycznego rysownictwa, bajki brytyjskie pokazują więcej gatunków roślin. Stwierdzono, że bajki brytyjskie mają więcej gatunków roślin i mniej gatunków grzybów niż polskie, jednak różnice nie były istotne. Udział gatunków rodzimych w ilustracjach jest zbliżony, jednak brytyjskie ilustracje mają więcej roślin zielnych, a polskie gatunków drzewiastych. Brytyjskie ilustracje mają więcej kwiatów fioletowych i żółtych, a polskie więcej kwiatów białych. Wydaje si...

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The ability of A-level students to name plants

Cited by 185 publications

References 3 publications

Public Perception of Invasive Plant Species: Assessing the impact of workshop activities to promote young students' awareness

Public Perception of Invasive Plant Species: Assessing the impact of workshop activities to promote young students' awareness

Botanical Knowledge of a Group of South Carolina Elementary School Students

Primroses versus Spruces: Cultural differences between flora depicted in British and Polish children's books

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