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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Vydáno v:	Journal of biological education Ročník 57; číslo 3; s. 566 - 591
Hlavní autoři:	Pedrera, Oier, Ortega-Lasuen, Unai, Ruiz-González, Aritz, Díez, José Ramón, Barrutia, Oihana
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	London Routledge 27.05.2023 Taylor & Francis Ltd
Témata:	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
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Abstract	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.
AbstractList	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. 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.
Audience	Secondary Education
Author	Díez, José Ramón Ortega-Lasuen, Unai Barrutia, Oihana Ruiz-González, Aritz Pedrera, Oier
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Snippet	Although citizenship's literacy in biodiversity is a promising way of confronting its loss, the unawareness about this topic is generalised particularly... Although citizenship’s literacy in biodiversity is a promising way of confronting its loss, the unawareness about this topic is generalised particularly...
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SubjectTerms	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
Title	Branches of plant blindness and their relationship with biodiversity conceptualisation among secondary students
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