Ethnobotany as a Tool to Teach Science in Rural Schools: A Case Study in Western Mexico

Abstract

As formal education is increasingly valued among rural and Indigenous communities, a common assumption is that local ecological knowledge may simultaneously become devalued or lost. To solve this, several scholars point out that using ethnobotanical knowledge to teach science can be a great way to engage students and help them learn scientific concepts in a more meaningful way and develop a deeper appreciation for their local environment and culture. Through a school herbarium project in three rural schools in western Mexico, students developed different activities, experiments, and applied ethnobotanical tools in order to learn about plant science. A total of 39 wild edible species were collected by students, from which they obtained information about their local name, seasonality, preparations, where they could be found and uses other than food. As the students developed the different activities of the school herbarium project, they not only shared their prior knowledge but were also able to expand that knowledge with scientific information and value into their own ethnobotanical knowledge by learning in accordance with cultural context. The use of ethnobotany as a tool to teach science proved to be a good way not just to learn scientific concepts in a contextualized way but also to revitalize the local ethnobotanical knowledge.