A comparative review of the research literature regarding the effectiveness of continuing professional development (CPD) demonstrates that a range of different factors needs to be present if it is to have impact in the classroom and that short CPD episodes are unlikely to be effective. The Earth Science Education Unit approach to CPD had to be through short-duration workshops as science teachers were unwilling to undertake prolonged CPD in this relatively minor component of the science curriculum. Follow-up research on the Earth Science Education Unit approach, using a variant of the framework developed by Guskey, showed that all of the schools that responded had changed their practice, with changes ranging from significant to modest. Meanwhile, self-reporting evidence showed a highly positive response with increases in knowledge and understanding. The results of the evaluation suggest that short-duration, well-structured CPD episodes, based on practical and interactive science teaching ideas, presented to whole science departments by experienced presenters, can have long-term impact on those involved. IntroductionThe role of continuing professional development (CPD) for teachers in bringing about change in the classroom has been the subject of increasing scrutiny. Research has focused both on the nature of effective CPD and on how CPD can be evaluated most effectively. Review of the nature of effective CPDEvaluation of the effectiveness of CPD has been approached from different viewpoints within the professional development process, including the 'ingredients' that comprise effective CPD, the outcomes of effective CPD and the needs of teachers which effective CPD meets.The components of effective CPD were tackled systematically by Joyce and Showers (1988). They demonstrated that, for training to impact in the classroom, four components had to be included: exploration of theory, demonstration or modelling, practice under simulated conditions (including 'peer teaching'), and feedback. For that impact to be significant, coaching in the classroom was also necessary. Day (1999) reported seven common ingredients of successful CPD from a study of UK INSET by Steadman et al. (1995): inspiration (sharing visions), exposition (new content and ideas), discussion (and other activities to advance conceptual understanding), opportunities for cross-reference of standards (judging one's own position in relation to others), training in new skills, opportunities to experiment, and coaching (from advisory teachers and/or colleagues).Guskey (2000) recognised four principles common to effective CPD activities: a clear focus on learning and learners, an emphasis on individual and organisational change, small changes guided by a 'grand vision', and ongoing professional development that is procedurally embedded.Adey (2004, p. 194) listed 14 factors necessary for effective professional development, in four categories:1. The Innovation 1a. has an adequate theory-base 1b. introduces methods for which there is evidence of effectiveness 1c....

No abstract

Civilization is dependent upon plants for survival. Plants permeate our every moment and our relationship with them will dictate how we will manage the threats of climate change and ecological collapse defining the Anthropocene. Yet, despite the significance of plants and the critical role they have played in shaping ecosystems, civilizations, and human cultures, many people are now disconnected from the botanical world. Students are presented with little plant content, particularly identification, compared with animal content. Consequently, we are producing few plant scientists and educating fewer scientists about plants. This drives a self‐accelerating cycle we term the extinction of botanical education . A process of knowledge erosion, that in this instance contributes to our separation from the natural world, makes us blind to the biodiversity crisis and inhibits our ability to restore it. We argue that neglecting the importance of plants within education threatens the foundations of industries and professions that rely on this knowledge. Furthermore, this extinction of botanical education creates an existential threat: Without the skills to fully comprehend the scale of and solutions to human‐induced global change, how do we as a society combat it? We present key research agendas that will enable us to reverse the extinction of botanical education and highlight the critical role plants play on the global stage.

No abstract

No abstract

ABSTRACT. Use of the genus Sphenobaiera Florin for deeply divided ginkgoalean leaves lacking a petiole is discussed. The type material of the species Sphenobaiera ikorfatensis (Seward) Florin from the Lower Cretaceous at Ikorfat in West Greenland is diagnosed, redescribed and the lectotype designated. The cuticle, which is described and ®gured in detail for the ®rst time, shows the leaf to be amphistomatic and allows previous identi®cations of Sphenobaiera ikorfatensis in Lower Cretaceous¯oras from Siberia and China to be con®rmed.

Societal Impact Statement Plants underpin our society providing food, fuel, medicines, clean air and water, positive mental health, and are central to biodiversity conservation. Despite this importance and an increasing need for people with plant‐identification skills, many societies are becoming increasingly ignorant to the species with which they interact. To benefit both our undergraduates and the society they will enter, we applied mobile technology to improve plant identification and appreciation, while providing opportunities to practice transferable team work and verbal communication skills. Encouraging 'plant vision' will improve conservation efforts while increasing personal connections with green spaces, leading to mental health improvements for society. Summary Despite the importance of plants to human civilization, many societies are becoming increasingly ignorant to the plants that inhabit their surrounding environment. A phenomenon known as ‘plant blindness’. To address plant blindness in undergraduate students we designed an outdoor activity using a mobile phone app. Our aims were to identify the level of ‘plant blindness’ in our students; investigate engagement with the app and activity; determine if we can raise awareness of links between lecture content and real world scenarios; and assess the student experience as a result of the activity in large classes. The app chosen was ActionBound. Students were asked to find and photograph local examples of four plant families, along with identifying physiological benefits of features covered in lectures. Two different first year classes were exposed to this activity – Plant Science and Life on Earth. The Plant Science students (60% success rate for three families; 55 students) were less plant blind than Life on Earth students (less than 44% success rate in any of the four families; 200 students). Students engaged well with the activity with all groups submitting sensible attempts at the responses. Most students reported that the activity increased links to lecture material and all but one student reported positive experiences. Our students found the treasure hunt learning environment is a fun way to engage with the plant topics covered in lectures. In future iterations, we will more explicitly explain the links to potential careers and will address some of the logistical challenges faced in this first cohort.

No abstract