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

Borsos, Éva; Borić, Edita; Patocskai, Mária

doi:10.1080/00219266.2021.1909632

Cited by 17 publications

(12 citation statements)

References 22 publications

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“…In almost every analysis, regardless of demographic category, there was an average confidence level of approximately two, meaning participants disagree that they are confident in identifying those plant types. This lack of confidence correlates to previous research that shows participants plant identification abilities are inadequate and that they have low plant identification scores (Bebbington, 2005; Blue et al., 2023; Borsos et al., 2023; Buck et al., 2019; Kaasinen, 2019; Stagg & Donkin, 2013). The lack of confidence in identifying plants reflects student's inexperience with plants resulting from a failure to teach abundant and interesting plant‐related information in the classroom (Clary & Wandersee, 2011; Hershey, 1996).…”

Section: Resultssupporting

confidence: 83%

“…This inability to identify plants is supported by previous research which has shown people generally lack plant identification skills in primary through secondary school (Kaasinen, 2019), in college (Bebbington, 2005 2019), and as adults (Blue et al, 2023;Colli-Silva et al, 2019;Stagg & Donkin, 2013). However, research has also shown that through educational interventions, the ability to identify plants can be improved (Borsos et al, 2023;Buck et al, 2019;Stagg & Donkin, 2013).…”

Section: Demographics and Plant Knowledgementioning

confidence: 80%

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Do demographic factors impact plant knowledge and plant awareness disparity?

Linderwell,

Hargiss,

Norland

2024

Natural Sciences Education

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Since 1999, plant blindness, now known as plant awareness disparity (PAD), has gained great awareness. However, no study to date has explored the impact of multiple demographic factors, including those of an indigenous population, in understanding plant knowledge. Specifically, this study assessed how race, gender, rurality, and college type of general biology students influenced their self‐perceived plant knowledge and where that knowledge was learned. A total of 702 students across six different colleges, including three tribal and three non‐tribal colleges, completed the survey. The survey included demographic questions, five‐point Likert questions, and choose all that apply questions to assess students’ confidence in their plant knowledge, plant identification skills, where they learned that plant knowledge, and from whom they learned it. College type (tribal vs. non‐tribal) and race (American Indian/Alaskan Native vs. White) showed little differences across most analyses. However, rurality (rural vs. urban) and gender (male vs. female) were often significantly different (p ≤ 0.05). Similar findings were reflected in confidence in identifying specific plant categories. In most cases, participants disagreed when answering that they were confident in identifying categories of plants, with the only exception being gardening. The types of plants participants knew the most about were food, herbs, and foraging plants, which corresponded with gardening and foraging being the activities that taught them most about plants. Parent(s)/guardian(s) were the most important source of plant knowledge followed by school. The information in this study can aid educators, resource managers, and researchers in improving education, curriculum, and PAD.

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Section: Resultssupporting

confidence: 83%

Section: Demographics and Plant Knowledgementioning

confidence: 80%

Do demographic factors impact plant knowledge and plant awareness disparity?

Linderwell,

Hargiss,

Norland

2024

Natural Sciences Education

View full text Add to dashboard Cite

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“…The hesitancy expressed by prospective teachers may be considered in the findings as an indication that the rapidly evolving technological pedagogical methods associated with the digitization of future education might have triggered individual concerns among participants. On the other hand, Borsos et al (2023) highlighted the significant role of field studies in enhancing individuals' plant recognition skills. Kissi and Dreesmann (2018) suggested that the use of digital tools in out-of-school learning environments could also be an effective method.…”

Section: Discussionmentioning

confidence: 99%

Technological Tools in Education: Actionbound Experience of Prospective Biology Teachers

Akpınarlı,

Köseoğlu

2024

MJESTP

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This study aims to analyse the experiences and perspectives of prospective biology teachers regarding their excursions using Actionbound to learn about plant species. The participants in the study consist of 30 undergraduate prospective biology teachers. The focus is on the prospective teachers’ enjoyment of the Actionbound experience, the duration to complete the excursion, their willingness to engage in another task-based game, and their views on implementing mobile device-supported biology teaching, specifically related to the design of a biology lesson using Actionbound. The prospective biology teachers predominantly found their experience with Actionbound enjoyable. Their perspectives centred on the App’s usability in education and its technical usability. Results show that biology lesson designed with mobile devices positively impacts knowledge retention, motivation, interest, and enjoyment. The results underscore the importance of designing learning environments for effective biology education and teacher training.

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“…Finally, future educators, both early childhood, PE, and biology teachers, should receive a comprehensive training in the field of botany and in the effective implementation of activities aimed at transferring plant knowledge to students and therefore reduce their PAD degree in order to avoid a 'zoo-chauvinistic' point of view (Darley, 1990). Outdoor experiences for future teachers improve their ability to identify local flora (Borsos et al, 2021;Magntorn & Helldén, 2005), make them aware of their need to learn about local species, and make them feel more confident to transfer their knowledge to students (Wolff & Skarstein, 2020). However, the study plans for the training of PE teachers should include, like those for SE and Baccalaureate, more competences related to EE, since in Spain there are no minimum guaranteed standards in the training of future teachers (Sureda-Negre et al, 2014).…”

Section: Educational Implications: Proposals To Counteract Plant Awar...mentioning

confidence: 99%

Plant awareness disparity among students of different educational levels in Spain

et al. 2023

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Plant awareness disparity (PAD), formerly known as plant blindness, refers to the fact of overlooking or failing to perceive plants, perhaps due to poor ‘species literacy’. Despite numerous efforts made by scientists and educators over the years, PAD is still present in students at all educational levels. An assessment was carried out on 259 students from primary school to university in the Spanish education system to evaluate their species literacy, especially regarding local flora and fauna, its possible improvement across educational levels, and to assess whether PAD was a reality among students. A biased perception towards animals was confirmed with strong statistical support. Animals were recognized and identified more than plants at all educational levels. Even if a positive correlation for animal-plant literacy was found, the values were weak. Although the curricula set out content and learning outcomes related to local environment and flora, their teaching has been proven to be unsatisfactory. The recently implemented curricula have the mission to reverse this trend, which can be done by improving students’ interest in plants through specific educational programs and activities, as well as comprehensive training in the field of botany and the effective implementation of activities for current and future educators.

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

Cited by 17 publications

References 22 publications

Do demographic factors impact plant knowledge and plant awareness disparity?

Do demographic factors impact plant knowledge and plant awareness disparity?

Technological Tools in Education: Actionbound Experience of Prospective Biology Teachers

Plant awareness disparity among students of different educational levels in Spain

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