Plant Awareness Disparity among Students of Different Educational Levels in Spain

Autor/inn/en	Marcos-Walias, Javier; Bobo-Pinilla, Javier; Delgado Iglesias, Jaime; Reinoso Tapia, Roberto
Titel	Plant Awareness Disparity among Students of Different Educational Levels in Spain
Quelle	In: European Journal of Science and Mathematics Education, 11 (2023) 2, S.234-248 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Marcos-Walias, Javier) ORCID (Bobo-Pinilla, Javier) ORCID (Delgado Iglesias, Jaime) ORCID (Reinoso Tapia, Roberto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Foreign Countries; Plants (Botany); Biodiversity; Wildlife; Physical Environment; Animals; Taxonomy; Place of Residence; Student Interests; Preferences; Positive Attitudes; Knowledge Level; Identification; Recognition (Psychology); Environmental Education; Science Instruction; Secondary School Students; College Students; Age Differences; Multiple Literacies; Instructional Effectiveness; Spain + Suchen Sie Ihr Suchwort? Ausland; Pflanze; Biodiversität; Natürliche Umwelt; Animal; Tier; Tiere; Taxonomie; Wohnort; Studieninteresse; Wissensbasis; Identifikation; Identifizierung; Recognition; Wiedererkennen; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler; Collegestudent; Age; Difference; Age difference; Altersunterschied; Unterrichtserfolg; Spanien
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. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01