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

Plant blindness is becoming a universal phenomenon among both students and adults. They do not know the names of the plants in their immediate environment, nor are they interested in familiarising themselves with the plants that surround them. Teachers and outdoor education can play a vital role in...

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Veröffentlicht in:Journal of biological education Jg. 57; H. 2; S. 252 - 262
Hauptverfasser: Borsos, Éva, Borić, Edita, Patocskai, Mária
Format: Journal Article
Sprache:Englisch
Veröffentlicht: London Routledge 15.03.2023
Taylor & Francis Ltd
Schlagworte:
Adventure Education
Attention
Biology
Cultural Differences
Environment
Foreign Countries
Knowledge Level
Outdoor Education
plant blindness
plant identification knowledge
Plants (Botany)
Preservice Teacher Education
Preservice Teachers
Program Effectiveness
Teachers
university teaching
Hungary
Serbia
Croatia
ISSN:0021-9266, 2157-6009
Online-Zugang:Volltext
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Zusammenfassung:Plant blindness is becoming a universal phenomenon among both students and adults. They do not know the names of the plants in their immediate environment, nor are they interested in familiarising themselves with the plants that surround them. Teachers and outdoor education can play a vital role in reversing and preventing this phenomenon; however, many teacher-training universities do not believe that this issue is important. Future teachers do not know the names of the plants in their environment, nor are they inclined to hold outdoor classes. This study examines the relevance of outdoor classes in university education as well as the plant knowledge of trainee teachers at universities in three countries, namely Serbia, Hungary, and Croatia. The results show that students who attended classes held in a natural outdoor environment had better plant identification knowledge. Students' plant identification knowledge was found to be at the same level in each of the three countries that were examined.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0021-9266
2157-6009
DOI:10.1080/00219266.2021.1909632