The End of the Botany Degree in the UK

Drea, Sinéad

doi:10.3108/beej.17.2

Cited by 43 publications

(32 citation statements)

References 9 publications

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“…In contrast to animals, plants are often considered as lifeless and boring (Fančovičová & Prokop, 2011;Lindemann-Matthies, 2005) and might not trigger own observations in nature or the use of books and electronic media. Moreover, school education often neglects plants in favour of animals (Drea, 2011;Wandersee & Schussler, 1999). In consequence, children depend more on their parents' knowledge of plants than of animals.…”

Section: Discussionmentioning

confidence: 99%

Like Father, Like Son? On the Relationship between Parents’ and Children’s Familiarity with Species and Sources of Knowledge about Plants and Animals

Remmele

Lindemann‐Matthies

2018

EURASIA J MATH SCI T

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This study investigates whether parents consider themselves vital in transmitting species knowledge to their children, whether children's familiarity with species is actually related to that of their parents, and whether socio-demographic variables influence this relationship. Data were collected with the help of a picture test and a questionnaire. Overall, 402 parent-child-pairs participated in the study. Parents regarded themselves as main transmitters of species knowledge to their 5-11 year old children, but considered school education and outdoor experiences also important. While parents identified 29% of the plants and 35% of the animals presented to them, their children identified only 17% of the plants and 22% of the animals. Parents' and children's familiarity with species was positively related. However, the relationship was stronger for plants than for animals. Children's familiarity with species was also positively related to age, interest in nature and, in case of plants, rurality of their places of living.

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Section: Discussionmentioning

confidence: 99%

Like Father, Like Son? On the Relationship between Parents’ and Children’s Familiarity with Species and Sources of Knowledge about Plants and Animals

Remmele

Lindemann‐Matthies

2018

EURASIA J MATH SCI T

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“…These students are demanding a twenty-first century identity for science. Although a greater investigation of student choices is required, there is an apparent rise in the popularity of the biomedical and sports science degrees and a downturn in more classical biology subjects, particularly botany (Drea, 2011). This was most acute in the physical sciences.…”

Section: The Context Of Science Education Todaymentioning

confidence: 99%

Darwin-Inspired Learning

Boulter¹,

Reiß²,

Sanders³

2015

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ScopeMathematics and science education are in a state of change. Received models of teaching, curriculum, and researching in the two fields are adopting and developing new ways of thinking about how people of all ages know, learn, and develop. The recent literature in both fields includes contributions focusing on issues and using theoretical frames that were unthinkable a decade ago. For example, we see an increase in the use of conceptual and methodological tools from anthropology and semiotics to understand how different forms of knowledge are interconnected, how students learn, how textbooks are written, etcetera. Science and mathematics educators also have turned to issues such as identity and emotion as salient to the way in which people of all ages display and develop knowledge and skills. And they use dialectical or phenomenological approaches to answer ever arising questions about learning and development in science and mathematics.The purpose of this series is to encourage the publication of books that are close to the cutting edge of both fields. The series aims at becoming a leader in providing refreshing and bold new work-rather than out-of-date reproductions of past states of the art-shaping both fields more than reproducing them, thereby closing the traditional gap that exists between journal articles and books in terms of their salience about what is new. The series is intended not only to foster books concerned with knowing, learning, and teaching in school but also with doing and learning mathematics and science across the whole lifespan (e.g., science in kindergarten; mathematics at work); and it is to be a vehicle for publishing books that fall between the two domains-such as when scientists learn about graphs and graphing as part of their work.

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“…The Plant Science TREE complements the annual Gatsby Plant Science Summer School, which has already succeeded in engaging undergraduates with plant science (Levesley et al ., ). Both initiatives were instigated to address the decline in student numbers in plant science (Sundberg, ; Stagg et al ., ; Jones, ; Drea, ) at a time when there is concern that future demand for plant scientists will not be met (The Royal Society, ). The causes of this decline are unproven but may be the result of a combination of factors including, greater preference by students for animal and medically‐based degrees, disengagement from plant science at school, and narrowing of plant‐based undergraduate curricula.…”

Section: Introductionmentioning

confidence: 99%