Plant awareness disparity among students of different educational levels in Spain

Javier Marcos-Walias 1 * , Javier Bobo-Pinilla 2 3 * , Jaime Delgado Iglesias 3, Roberto Reinoso Tapia 3
More Detail
1 Department of Botany, University of Salamanca, Salamanca, SPAIN
2 Department of Didactics of Experimental Sciences and Mathematics, University of Salamanca, Salamanca, SPAIN
3 Department of Didactics of Experimental, Social, and Mathematical Sciences, University of Valladolid, Valladolid, SPAIN
* Corresponding Author
EUR J SCI MATH ED, Volume 11, Issue 2, pp. 234-248. https://doi.org/10.30935/scimath/12570
Published Online: 24 October 2022, Published: 01 April 2023
OPEN ACCESS   1127 Views   644 Downloads
Download Full Text (PDF)

ABSTRACT

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.
Keywords: plant awareness disparity, plant blindness, environmental education, university students

CITATION

Marcos-Walias, J., Bobo-Pinilla, J., Delgado Iglesias, J., & Reinoso Tapia, R. (2023). Plant awareness disparity among students of different educational levels in Spain. European Journal of Science and Mathematics Education, 11(2), 234-248. https://doi.org/10.30935/scimath/12570

REFERENCES

  • Almeida, A., García Fernández, B., & Strecht-Ribeiro, O. (2020). Children’s knowledge and contact with native fauna: A comparative study between Portugal and Spain. Journal of Biological Education, 54(1), 17-32. https://doi.org/10.1080/00219266.2018.1538017
  • Amahmid, O., el Guamri, Y., Yazidi, M., Razoki, B., Kaid Rassou, K., Rakibi, Y., Knini, G., & el Ouardi, T. (2019). Water education in school curricula: Impact on children knowledge, attitudes, and behaviors towards water use. International Research in Geographical and Environmental Education, 28(3), 178-193. https://doi.org/10.1080/10382046.2018.1513446
  • Amprazis, A., & Papadopoulou, P. (2018). Primary school curriculum contributing to plant blindness: Assessment through the biodiversity perspective. Advances in Ecological and Environmental Research, 3(11), 238-256.
  • Amprazis, A., & Papadopoulou, P. (2020). Plant blindness: A faddish research interest or a substantive impediment to achieve sustainable development goals? Environmental Education Research, 26(8), 1065-1087. https://doi.org/10.1080/13504622.2020.1768225
  • Amprazis, A., Papadopoulou, P., & Malandrakis, G. (2021). Plant blindness and children’s recognition of plants as living things: A research in the primary schools context. Journal of Biological Education, 55(2), 139-154. https://doi.org/10.1080/00219266.2019.1667406
  • Ballouard, J.-M., Brischoux, F., & Bonnet, X. (2011). Children prioritize virtual exotic biodiversity over local biodiversity. PLoS ONE, 6(8), e23152. https://doi.org/10.1371/journal.pone.0023152
  • Balmford, A., Clegg, L., Coulson, T., & Taylor, J. (2002). Why conservationists should heed Pokémon. Science, 295(5564), 2367-2367. https://doi.org/10.1126/science.295.5564.2367b
  • Barker, S., Slingsby, D., & Tilling, S. (2002). Teaching biology outside the classroom: Is it heading for extinction? A report on biology fieldwork in the 14-19 curriculum. Field Studies Council.
  • Batke, S. P., Dallimore, T., & Bostock, J. (2020). Understanding plant blindness–Students’ inherent interest of plants in higher education. Journal of Plant Sciences, 8(4), 98. https://doi.org/10.11648/j.jps.20200804.14
  • Bebbington, A. (2005). The ability of A-level student to name plants. Journal of Biological Education, 39(2), 62-67. https://doi.org/10.1080/00219266.2005.9655963
  • Bianchi, L. (2000). So, you think you know what a plant is? Primary Science Review, 61, 15-17.
  • Borsos, É., Borić, E., & Patocskai, M. (2021). What can be done to increase future teachers’ plant knowledge? Journal of Biological Education. https://doi.org/10.1080/00219266.2021.1909632
  • Brownlee, K., Parsley, K. M., & Sabel, J. L. (2021). An analysis of plant awareness disparity within introductory biology textbook images. Journal of Biological Education.https://doi.org/10.1080/00219266.2021.1920301
  • Buck, T., Bruchmann, I., Zumstein, P., & Drees, C. (2019). Just a small bunch of flowers: The botanical knowledge of students and the positive effects of courses in plant identification at German universities. PeerJ, 7(3), e6581. https://doi.org/10.7717/peerj.6581
  • Cardinale, B. J., Duffy, J. E., Gonzalez, A., Hooper, D. U., Perrings, C., Venail, P., Narwani, A., Mace, G. M., Tilman, D., Wardle, D. A., Kinzig, A. P., Daily, G. C., Loreau, M., Grace, J. B., Larigauderie, A., Srivastava, D. S., & Naeem, S. (2012). Biodiversity loss and its impact on humanity. Nature, 486(7401), 59-67. https://doi.org/10.1038/nature11148
  • Celis-Diez, J. L., Díaz-Forestier, J., Márquez-García, M., Lazzarino, S., Rozzi, R., & Armesto, J. J. (2016). Biodiversity knowledge loss in children’s books and textbooks. Frontiers in Ecology and the Environment, 14(8), 408-410. https://doi.org/10.1002/fee.1324
  • Darley, W. M. (1990). The essence of “plantness.” The American Biology Teacher, 52(6), 354-357. https://doi.org/10.2307/4449132
  • Díez, J., Meñika, A., Sanz-Azkue, I., & Ortuzar, A. (2018). Urban and rural children’s knowledge on biodiversity in Bizkaia: Tree identification skills and animal and plant listing. International Journal of Humanities and Social Sciences, 12(3), 427-431. https://doi.org/10.5281/zenodo.1316197
  • Fančovičová, J., & Prokop, P. (2011). Plants have a chance: Outdoor educational programs alter students’ knowledge and attitudes towards plants. Environmental Education Research, 17(4), 537-551. https://doi.org/10.1080/13504622.2010.545874
  • Fernández, B., Álvaro, N., Mayoral, O., & Gavidia, V. (2016). Las competencias en salud ambiental en el currículo de la educación obligatoria [Competences in environmental health within the compulsory education curricula]. In V. Gavidia (Ed.), Los ocho ámbitos de la educación para la salud en la escuela [The eight domains of health education at school] (pp. 425-444). Tirant Humanidades.
  • Friedersdorff, J. C. A., Thomas, B. J., Hay, H. R., Freeth‐Thomas, B. A., & Creevey, C. J. (2019). From treetops to tabletops: A preliminary investigation of how plants are represented in popular modern board games. Plants, People, Planet, 1(3), 290-300. https://doi.org/10.1002/ppp3.10057
  • Hartman, T., Lydon, S. J., & Rasmussen, A. (2019). Hunting for answers: Linking lectures with the real world using a mobile treasure hunt app. Plants, People, Planet, 1(3), 233-247. https://doi.org/10.1002/ppp3.33
  • Holbert, R. L., Kwak, N., & Shah, D. V. (2003). Environmental concern, patterns of television viewing, and pro-environmental behaviors: Integrating models of media consumption and effects. Journal of Broadcasting & Electronic Media, 47(2), 177-196. https://doi.org/10.1207/s15506878jobem4702_2
  • Hooykaas, M. J. D., Schilthuizen, M., Aten, C., Hemelaar, E. M., Albers, C. J., & Smeets, I. (2019). Identification skills in biodiversity professionals and laypeople: A gap in species literacy. Biological Conservation, 238, 108202. https://doi.org/10.1016/j.biocon.2019.108202
  • Hudson, S. J. (2001). Challenges for environmental education: Issues and ideas for the 21st century: Environmental education, a vital component of efforts to solve environmental problems, must stay relevant to the needs and interests of the community and yet constantly adapt to the rapidly changing social and technological landscape. BioScience, 51(4), 2283-2288. https://doi.org/10.1641/0006-3568(2001)051[0283:CFEEIA]2.0.CO;2
  • IBM Corp. (2019). IBM SPSS statistics for Windows (26.0). IBM Corp.
  • Jiménez-Tejada, M.-P., Sánchez-Monsalve, C., & González-García, F. (2013). How Spanish primary school students interpret the concepts of population and species. Journal of Biological Education, 47(4), 232-239. https://doi.org/10.1080/00219266.2013.799081
  • Jose, S. B., Wu, C. H., & Kamoun, S. (2019). Overcoming plant blindness in science, education, and society. Plants, People, Planet, 1(3), 169-172. https://doi.org/10.1002/ppp3.51
  • Kaasinen, A. (2019). Plant species recognition skills in Finnish students and teachers. Education Sciences, 9(2), 85. https://doi.org/10.3390/educsci9020085
  • Kissi, L., & Dreesmann, D. (2017). Plant visibility through mobile learning? Implementation and evaluation of an interactive flower hunt in a botanic garden. Journal of Biological Education, 52(4), 1-20. https://doi.org/10.1080/00219266.2017.1385506
  • Krell, M., & Schmidt, J. (2020). Biology teachers’ views towards using living organisms in biology education. Journal of Biological Education, 56(3), 353-364. https://doi.org/10.1080/00219266.2020.1812694
  • Krosnick, S. E., Baker, J. C., & Moore, K. R. (2018). The pet plant project: Treating plant blindness by making plants personal. The American Biology Teacher, 80(5), 339-345. https://doi.org/10.1525/abt.2018.80.5.339
  • Kubiatko, M., Fančovičová, J., & Prokop, P. (2021). Factual knowledge of students about plants is associated with attitudes and interest in botany. International Journal of Science Education, 43(9), 1426-1440. https://doi.org/10.1080/09500693.2021.1917790
  • Lindemann‐Matthies, P. (2005). ‘Loveable’ mammals and ‘lifeless’ plants: How children’s interest in common local organisms can be enhanced through observation of nature. International Journal of Science Education, 27(6), 655-677. https://doi.org/10.1080/09500690500038116
  • Mackenzie, J. S., & Jeggo, M. (2019). The one health approach—Why is it so important? Tropical Medicine and Infectious Disease, 4(2), 88. https://doi.org/10.3390/tropicalmed4020088
  • Magntorn, O., & Helldén, G. (2005). Student-teachers’ ability to read nature: Reflections on their own learning in ecology. International Journal of Science Education, 27(10), 1229-1254. https://doi.org/10.1080/09500690500102706
  • Martínez-Losada, C., García-Barros, S., & Garrido, M. (2014). How children characterize living beings and the activities in which they engage. Journal of Biological Education, 48(4), 201-210. https://doi.org/10.1080/00219266.2013.849281
  • McDonough MacKenzie, C., Kuebbing, S., Barak, R. S., Bletz, M., Dudney, J., McGill, B. M., Nocco, M. A., Young, T., & Tonietto, R. K. (2019). We do not want to “cure plant blindness” we want to grow plant love. Plants, People, Planet, 1(3), 139-141. https://doi.org/10.1002/ppp3.10062
  • Ministry of Education and Vocational Training. (2020). Ley Orgánica 3/2020, de 29 de Diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de Mayo, de educación [Organic Law 3/2020, 29th December, which modifies the Organic Law 2/2006, 3rd May, of education]. Boletín Oficial del Estado [State Official Newsletter], 340, 122868-122953.
  • Ministry of Education and Vocational Training. (2022). Real Decreto 217/2022, de 29 de Marzo, por el que se establece la ordenación y las enseñanzas mínimas de la educación secundaria obligatoria [Royal Decree 217/2022, 29th March, which establishes the ordination and minimum teachings of secondary education]. Boletín Oficial del Estado [State Official Newsletter], 76, 41571-41789.
  • Ministry of Education of the Community of Castilla and León. (2008). Decreto 122/2007, de 27 de diciembre, por el que se establece el currículo del segundo ciclo de la educación infantil en la Comunidad de Castilla y León [Decree 122/2007, 27th December, establishing the second cycle curricula of early childhood education in the autonomous Community of Castile and Leon]. Boletín Oficial de Castilla y León [Official Gazette of Castilla and León], 1, 6-16.
  • Ministry of Education of the Community of Castilla and León. (2015a). Orden EDU 362/2015, de 4 de mayo, por las que se establece el currículo y se regula la implantación, evaluación y desarrollo de la educación secundaria obligatoria en la Comunidad de Castilla y León [Order EDU 362/2015, 4th May, establishing the curricula and regulating the implementation, evaluation, and development of secondary education in the autonomous Community of Castile and Leon]. Boletín Oficial de Castilla y León [Official Gazette of Castilla and León], 86.
  • Ministry of Education of the Community of Castilla and León. (2015b). Orden EDU/363/2015 del 4 de mayo, por las que se establece el currículo y se regula la implantación, evaluación y desarrollo de bachillerato en la Comunidad de Castilla y León [Order EDU 363/2015, 4th May, establishing the curricula and regulating the implementation, evaluation, and development of baccalaureate in the autonomous Community of Castile and Leon]. Boletín Oficial de Castilla y León [Official Gazette of Castilla and León], 86.
  • Ministry of Education of the Community of Castilla and León. (2016). Decreto 26/2016, de 21 de julio, por el que se establece el currículo y se regula la implantación, evaluación y desarrollo de la educación primaria en la Comunidad de Castilla y León [Decree 26/2016, 21st July, establishing the curricula and regulating the implementation, evaluation, and development of primary education in the autonomous Community of Castile and Leon]. Boletín Oficial de Castilla y León [Official Gazette of Castilla and León], 142, 34184-34746.
  • Ministry of Education. (1990). Ley Orgánica 1/1990, de 3 de Octubre, de Ordenación General del Sistema Educativo [Organic Law 1/1990, 3rd October, of General Ordination of the Educational System]. Boletín Oficial del Estado [State Official Newsletter], 238, 28927-28942.
  • Ministry of Education. (2013). Ley Orgánica 8/2013, de 9 de Diciembre, para la mejora de la calidad educativa [Organic Law 8/2013, 9th December, for the improvement of educational quality]. Boletín Oficial Del Estado [State Official Newsletter], 295, 1-64.
  • Monroe, M. C., & Krasny, M. E. (2016). Across the spectrum: Resources for environmental education. North American Association for Environmental Education.
  • Nates, J., Campos, C., & Lindemann-Matthies, P. (2010). Students’ perception of plant and animal species: A case study from rural Argentina. Applied Environmental Education & Communication, 9(2), 131-141. https://doi.org/10.1080/1533015X.2010.482495
  • Nates, J., Campos, C., & Lindemann-Matthies, P. (2012). The impact of a short conservation education workshop on Argentinean students’ knowledge about and attitudes towards species. EURASIA Journal of Mathematics, Science and Technology Education, 8(4), 257-267.https://doi.org/10.12973/eurasia.2012.844a
  • Nyberg, E., & Sanders, D. (2014). Drawing attention to the ‘green side of life.’ Journal of Biological Education, 48(3), 142-153. https://doi.org/10.1080/00219266.2013.849282
  • Otto, S., & Pensini, P. (2017). Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behavior. Global Environmental Change, 47, 88-94. https://doi.org/10.1016/j.gloenvcha.2017.09.009
  • Palmberg, I., Kärkkäinen, S., Jeronen, E., Yli-Panula, E., & Persson, C. (2019). Nordic student teachers’ views on the most efficient teaching and learning methods for species and species identification. Sustainability, 11(19), 5231. https://doi.org/10.3390/su11195231
  • Parsley, K. M. (2020). Plant awareness disparity: A case for renaming plant blindness. Plants, People, Planet, 2(6), 598-601. https://doi.org/10.1002/ppp3.10153
  • Patrick, P., & Tunnicliffe, S. D. (2011). What plants and animals do early childhood and primary students’ name? Where do they see them? Journal of Science Education and Technology, 20(5), 630-642. https://doi.org/10.1007/s10956-011-9290-7
  • Pedrera, O., Ortega, U., Ruiz-González, A., Díez, J. R., & Barrutia, O. (2021). Branches of plant blindness and their relationship with biodiversity conceptualization among secondary students. Journal of Biological Education. https://doi.org/10.1080/00219266.2021.1933133
  • Sánchez-Llorens, S., Agulló-Torres, A., del Campo-Gomis, F. J., & Martinez-Poveda, A. (2019). Environmental consciousness differences between primary and secondary school students. Journal of Cleaner Production, 227, 712-723. https://doi.org/10.1016/j.jclepro.2019.04.251
  • Sanders, D. L. (2007). Making public the private life of plants: The contribution of informal learning environments. International Journal of Science Education, 29(10), 1209-1228. https://doi.org/10.1080/09500690600951549
  • Schussler, E. E., & Olzak, L. A. (2008). It’s not easy being green: Student recall of plant and animal images. Journal of Biological Education, 42(3), 112-119. https://doi.org/10.1080/00219266.2008.9656123
  • Scott, G. W., Goulder, R., Wheeler, P., Scott, L. J., Tobin, M. L., & Marsham, S. (2012). The value of fieldwork in life and environmental sciences in the context of higher education: A case study in learning about biodiversity. Journal of Science Education and Technology, 21(1), 11-21. https://doi.org/10.1007/s10956-010-9276-x
  • Signorini, M. A., Piredda, M., & Bruschi, P. (2009). Plants and traditional knowledge: An ethnobotanical investigation on Monte Orbene (Nuoro, Sardinia). Journal of Ethnobiology and Ethnomedicine, 5(1), 6. https://doi.org/10.1186/1746-4269-5-6
  • Skarstein, T. H., & Skarstein, F. (2020). Curious children and knowledgeable adults–early childhood student-teachers’ species identification skills and their views on the importance of species knowledge. International Journal of Science Education, 42(2), 310-328. https://doi.org/10.1080/09500693.2019.1710782
  • Snaddon, J. L., Turner, E. C., & Foster, W. A. (2008). Children’s perceptions of rainforest biodiversity: Which animals have the lion’s share of environmental awareness? PLoS ONE, 3(7), e2579. https://doi.org/10.1371/journal.pone.0002579
  • Suárez-López, R., & Eugenio-Gozalbo, M. (2021). How is sustainability addressed in primary and secondary education curricula? Assessing the cases of Spain and Portugal. International Research in Geographical and Environmental Education, 31(3), 1-17. https://doi.org/10.1080/10382046.2021.1924498
  • Sureda-Negre, J., Oliver-Trobat, M., Catalan-Fernández, A., & Comas-Forgas, R. (2014). Environmental education for sustainability in the curriculum of primary teacher training in Spain. International Research in Geographical and Environmental Education, 23(4), 281-293. https://doi.org/10.1080/10382046.2014.946322
  • Tam, K.-P. (2013). Concepts and measures related to connection to nature: Similarities and differences. Journal of Environmental Psychology, 34, 64-78. https://doi.org/10.1016/j.jenvp.2013.01.004
  • Titley, M. A., Snaddon, J. L., & Turner, E. C. (2017). Scientific research on animal biodiversity is systematically biased towards vertebrates and temperate regions. PLoS ONE, 12(12), e0189577. https://doi.org/10.1371/journal.pone.0189577
  • UNESCO. (1978). The Tbilisi Declaration: Final report: Intergovernmental Conference on Environmental Education. https://unesdoc.unesco.org/ark:/48223/pf0000032763
  • United Nations Organization. (1992). Convention on Biological Diversity. https://treaties.un.org/pages/ViewDetails.aspx?src=IND&mtdsg_no=XXVII-8&chapter=27&clang=_en
  • Urones, C., Escobar, B., & Vacas, J. M. (2013). Las plantas en los libros de conocimiento del medio de 2o ciclo de primaria [The plants approach in textbooks of science in elementary education]. Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias [Eureka Magazine on Teaching and Dissemination of Sciences], 10(3), 328-352. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2013.v10.i3.03
  • Wandersee, J. H. (1986). Plants or animals—which do junior high school students prefer to study? Journal of Research in Science Teaching, 23(5), 415-426. https://doi.org/10.1002/tea.3660230504
  • Wandersee, J. H., & Schussler, E. E. (1999). Preventing plant blindness. The American Biology Teacher, 61(2), 84-86. https://doi.org/10.2307/4450624
  • Wolff, L.-A., & Skarstein, T. H. (2020). Species learning and biodiversity in early childhood teacher education. Sustainability, 12(9), 3698. https://doi.org/10.3390/su12093698
  • Wyner, Y., & Doherty, J. H. (2021). Caring to know a name: An examination of New York City student attitudes towards knowing a tree’s name. Plants, People, Planet, 4(3), 283-302. https://doi.org/10.1002/ppp3.10249
  • Yli-Panula, E., & Matikainen, E. (2014). Students and student teachers’ ability to name animals in ecosystems: A perspective of animal knowledge and biodiversity. Journal of Baltic Science Education, 13(4), 559-572. https://doi.org/10.33225/jbse/14.13.559