Initial Development and Validation of the Plant Awareness Disparity Index

Parsley, Kathryn M.; Daigle, Bernie J.; Sabel, Jaime L.

doi:10.1187/cbe.20-12-0275

Cited by 12 publications

(23 citation statements)

References 32 publications

(72 reference statements)

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“…A series of Likert-scale questions to measure student interest in plant biology (supplemental material). These questions were adapted from previous surveys designed to measure student attitudes toward plants and other taxonomic groups ( 29 – 31 ).…”

Section: Discussionmentioning

confidence: 99%

Promoting student interest in plant biology through an inquiry-based module exploring plant circadian rhythm, gene expression, and defense against insects

Hsu,

Atamian,

Avendano-Woodruff

2024

J Microbiol Biol Educ.

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We present a weeklong curricular module for high school biology students that promotes knowledge of phytohormones, the circadian clock, and the Central Dogma. The module, which relies on easily accessible items and requires minimal space, integrates a hands-on experiment that guides students through replicating research examining circadian entrainment in postharvest cabbage from groceries. This work found that plants have cyclical, circadian expression of genes that produce phytohormones, and that such cyclical expression influences herbivory by caterpillars. Such cyclical patterns were found in plants both in situ and in postharvest cabbage. This work thus provides an ideal platform to shape student conceptions of circadian rhythms, gene expression, and plant herbivory by having students use light timers to entrain postharvest cabbage to alternating light and dark cycles and then measuring herbivory in these plants. The results should replicate previous work and demonstrate less herbivory when both plant and caterpillar are entrained to the same light and dark cycles since the expression of phytohormones involved in plant defense will be greatest when caterpillars are active. The module then concludes with a discussion of gene regulation and how this influences phytohormones. This module was field tested at four public schools, reaching over 600 students, and we present data demonstrating that the module led to learning gains and likely increases in interest in plant biology and self-efficacy.

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Section: Discussionmentioning

confidence: 99%

Promoting student interest in plant biology through an inquiry-based module exploring plant circadian rhythm, gene expression, and defense against insects

Hsu,

Atamian,

Avendano-Woodruff

2024

J Microbiol Biol Educ.

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“…In this context, the term plant blindness denotes the incapability to perceive the flora of one's surroundings exacerbated by the wider refusal to acknowledge the value of plants beyond their utilitarian functions [45][46][47][48]. In response, the interdisciplinary field of plant studies emphasizes the pedagogical centrality of literature in promoting empathy toward flora and countervailing plant awareness disparity [49,50]. This newly introduced term denotes the tendency to neither notice nor appreciate plants due to one's attitude, attention, knowledge, and interest in fauna over flora [50].…”

Section: Conclusion: Durian Care and Conservationmentioning

confidence: 99%

“…In response, the interdisciplinary field of plant studies emphasizes the pedagogical centrality of literature in promoting empathy toward flora and countervailing plant awareness disparity [49,50]. This newly introduced term denotes the tendency to neither notice nor appreciate plants due to one's attitude, attention, knowledge, and interest in fauna over flora [50]. Elaborating the related notion of plant kinship blindness, furthermore, François Bouteau and colleagues argue that, from an evolutionary standpoint, plants and animals belong to sister groups [48].…”

Section: Conclusion: Durian Care and Conservationmentioning

confidence: 99%

The Fruit of Contradiction: Reading Durian through a Cultural Phytosemiotic Lens

Ryan

2024

Philosophies

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Distinctive for its pungent and oftentimes rotten odor, the thorny fruit of durian (Durio spp.) is considered a delicacy throughout Asia. Despite its burgeoning global recognition, durian remains a fruit of contradiction—desirable to some yet repulsive to others. Although regarded commonly as immobile, mute, and insentient, plants such as durian communicate within their own bodies, between the same and different species, and between themselves and other life forms. As individuals and collectives, plants develop modes of language—or phytodialects—that are specific to certain contexts. Focused on vegetal semiosis or sign processes, a phytosemiotic lens views plants as dynamic and expressive subjects positioned within lifeworlds. Absent from phytosemiotic theory, however, are the cultural sign processes that take place within and between plants—what I call cultural phytosemiotics. The framework I propose calls attention to the interlinked biological, ecological, and cultural dimensions of signification between plants and non-plants. From a phytosemiotic standpoint, this article examines historical, cinematographic, and literary narratives of durian. Reflecting the fruit’s divisive sensory effects, historical accounts of Durio by Niccolò de’ Conti, Jan Huyghen van Linschoten, Georg Eberhard Rumphius, and William Marsden alternate between praise and disdain. Moreover, films such as Fruit Chan’s Durian Durian (2000) and Anthony Chen’s Wet Season (2019) narrativize the polarities that similarly figure into historical depictions of the species. Literary narratives, including the poems “Durians” (2005) by Hsien Min Toh and “Hurling a Durian” (2013) by Sally Wen Mao, investigate the language of durian’s olfactory and gustatory sensations. Along a continuum between adoration to revulsion, durian embodies the otherness of vegetal being. In an era of rampant biodiversity loss, learning to embrace botanical difference should be a human imperative.

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“…These factors may relate to the concept of "plant awareness disparity (PAD)", proposed by Parsley (2020). This concept expounds the individual's tendency to ignore plants in their surroundings, where they visualize plants as a scenic aggregation of green mass secondary to animals (Parsley, 2020;Parsley et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…PAD is a modified term of "plant blindness" by Wandersee and Schussler (1999) since the former term is often perceived as associated with visual disability and discriminatory towards persons with disabilities as a whole (McDonough MacKenzie et al, 2019;Parsley, 2020). Students experience PAD depending on their attention or regard for plants, attitude or feeling of learning about plants, knowledge or recognition of the relevance of plants, and relative interest between plants and animals (Parsley, 2020;Parsley et al, 2022). This occurrence may be due to one's perception and how the brain functions (Strgar, 2007).…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Primary Pre-Service Teachers in the Utilization of Plant Identification Apps as Educational Tools

Canuto

2023

JBSE

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Plant identification apps make learning about plants more convenient. This study explored the participants' perceptions of using three plant identification apps, PlantNet, PictureThis, and LeafSnap, as potential educational tools. Problems experienced, differences in perceptions, and the participants' most preferred apps were also determined. Through purposive sampling, the study engaged 162 primary pre-service teachers in the Cordillera Administrative Region (CAR), Philippines. Data were collected through a developed questionnaire and analysed quantitatively. The questionnaire was reliable with an identified single component for perception. Participants first explored and used the apps to identify local plants, thereafter, responding through an online questionnaire. Results showed that participants strongly perceived the apps as engaging, helpful in plant identification, easy to browse, providing details, effective as emerging tools, and significant for scientific literacy, except for consistency of results. There were significant differences, but with small effect sizes, indicating negligible differences in the perceptions of male and female participants regarding the apps' consistency of results and effectiveness. Weak internet connection was the primary issue affecting the apps' utilization. The pre-service teachers preferred LeafSnap over PictureThis and PlantNet. Conclusively, this study affirmed the potential of the apps for students learning about plants, further supporting their feasibility as emerging educational tools. Keywords: educational tools, plant identification apps, PlantNet, PictureThis, LeafSnap, primary pre-service teachers

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Initial Development and Validation of the Plant Awareness Disparity Index

Abstract: An outline of the development and validation of the Plant Awareness Disparity Index (PAD-I), which is designed to measure plant awareness disparity (PAD, formerly plant blindness) in undergraduate biology students, is presented.

Cited by 12 publications

References 32 publications

Promoting student interest in plant biology through an inquiry-based module exploring plant circadian rhythm, gene expression, and defense against insects

Promoting student interest in plant biology through an inquiry-based module exploring plant circadian rhythm, gene expression, and defense against insects

The Fruit of Contradiction: Reading Durian through a Cultural Phytosemiotic Lens

Perceptions of Primary Pre-Service Teachers in the Utilization of Plant Identification Apps as Educational Tools

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