Branches of plant blindness and their relationship with biodiversity conceptualisation among secondary students

Although citizenship's literacy in biodiversity is a promising way of confronting its loss, the unawareness about this topic is generalised particularly regarding plants. The latter phenomenon, named Plant Blindness (PB), not only refers to the inability to notice and identify the surrounding p...

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Bibliographic Details
Published in:Journal of biological education Vol. 57; no. 3; pp. 566 - 591
Main Authors: Pedrera, Oier, Ortega-Lasuen, Unai, Ruiz-González, Aritz, Díez, José Ramón, Barrutia, Oihana
Format: Journal Article
Language:English
Published: London Routledge 27.05.2023
Taylor & Francis Ltd
Subjects:
Biodiversity
biodiversity education
Biology
Blindness
compulsory and post-compulsory secondary education
Concept Formation
Foreign Countries
Knowledge Level
Literacy
phenomenography
Phenomenology
Plant biology
Plant blindness
Plants (Botany)
Science Curriculum
Science Instruction
Scientific Concepts
Secondary Education
Secondary School Students
species literacy
Student Attitudes
Student Interests
Students
Spain
ISSN:0021-9266, 2157-6009
Online Access:Get full text
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Summary:Although citizenship's literacy in biodiversity is a promising way of confronting its loss, the unawareness about this topic is generalised particularly regarding plants. The latter phenomenon, named Plant Blindness (PB), not only refers to the inability to notice and identify the surrounding plants, but also to the lack of knowledge about the basics of plant biology and to the subsequent ignorance of the value of plants. Hence, the aim of this research has been to assess whether secondary students experience PB and to analyse if this phenomenon can be interrelated with their conceptualisation and attitudes towards biodiversity. For this purpose, 63 secondary students took a mixed closed- and open-ended questionnaire on different aspects of biodiversity and plant biology. The results revealed that, despite conceptualisation of biodiversity and plant literacy increased during secondary education, most students presented PB 'symptoms'. Moreover, some of the dimensions studied were interrelated, such as comprehension of biodiversity and different aspects of plant knowledge. Therefore, these results indicate that PB has multiple branches which are not only related to plant topics sensu stricto, but also include biodiversity; which can provide novel insights into the appropriate approach to the plant blindness issue from an educational perspective.
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ISSN:0021-9266
2157-6009
DOI:10.1080/00219266.2021.1933133