The Pet Plant Project: Treating Plant Blindness by Making Plants Personal

Krosnick, Shawn E.; Baker, Julie C.; Moore, Kelly

doi:10.1525/abt.2018.80.5.339

Cited by 43 publications

(27 citation statements)

References 20 publications

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“…In a study in which over 4000 children aged 8-16 participated (Lindemann-Matthies 2005), it was found that the students' interest in wild plants increased after an educational programme focusing on wild plants in the nearby environment. Another project where students grew plants from a seed to a mature plant showed that students' relationships with plants were strengthened (Krosnick, Baker and Moore 2018). Similar findings have been reported from a study (Nyberg and Sanders 2014), in which a delayed post-test, 6 months after the project, however, demonstrated that students' increased interest appeared to be time-limited.…”

Section: Introductionsupporting

confidence: 80%

Beauty, memories and symbolic meaning: Swedish student teachers´ views of their favourite plant and animal

Nyberg

Brković

Sanders

2019

Journal of Biological Education

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In the twenty years since the first theory of 'plant blindness' was published much discussion has ensued concerning this phenomenon. More recent research, not only demonstrates that humans appear to favour animals over plants but also indicates a preference for mammals with forward-facing eyes. For this paper, we analysed answers to an online survey conducted with 202 student primary teachers in Sweden collected over a period of two years. We focus on two open-ended questions concerning favourite plant and animal choices and motivations for these choices. Our intention in this study was not to contrast animal vs. plant, but rather to further explore differential appreciation of plants and animals. Our findings suggest that there are large variations regarding relationships with plants and that affective connections with plant-life are translated through expressions of beauty, symbolic meaning, emotions (life-long) memories, colour, smell and size, and that similar characteristics seem to attract humans to animals. Our resultsin line with arguments presented in recent studiesstrongly suggest that in biological education and conservation contexts we should rely more intentionally on cultural and personal factors, utilise pre-existing experiencebased human-plant bonds, and in so doing reinforce human recognition and appreciation of plants.

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Section: Introductionsupporting

confidence: 80%

Beauty, memories and symbolic meaning: Swedish student teachers´ views of their favourite plant and animal

Nyberg

Brković

Sanders

2019

Journal of Biological Education

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“…This mirrors much of the research work in educational science that concerns questions of preference for animals or plants (e.g., Wandersee, ; Kinchin, ); student responses to diverse plant education interventions (e.g., Lindemann‐Mathies, ; Fančovičová, & Prokop, ; Nyberg & Sanders, ; Krosnick, Baker, & Moore, ; Pany et al, ); student reactions to specific plant displays in botanic gardens (e.g., Tunnicliffe, ; Sanders, ); considerations of plants in science curricula content (e.g., Hershey, ; Galbraith, ; Ebert‐May & Holt, ); and the relatively few visual cognition studies concerned with plants (e.g., Schussler and Olzak, ; Balas & Momsen, ). Furthermore, a large body of educational research has concerned itself with the identification of plants and the perceived connections between knowledge of, and attitudes to, plants (e.g., Bebbington, ; Frisch, Unwin, & Saunders, ).…”

Section: Introductionmentioning

confidence: 60%

Plants to the fore: Noticing plants in designed environments

Nyberg

Hipkiss

Sanders

2019

Plants People Planet

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Societal Impact Statement Educational experiences where the ecological and social significance of plants is the main focus are crucial tools to help us to overcome “plant blindness” and challenge “zoocentric” views. By examining how student teachers respond to two different educational environments; one where animals are in the foreground, and another where plants take center stage, we conclude that for plants to be noticed in animal‐rich environments, they need to be prominent in the design of spaces with information about them displayed clearly. This work will help inform the design and creation of tools that will enhance and develop plant science education. Summary Plants are not only essential for human health and well‐being, but are fundamental to life on Earth. Despite their central importance in sustaining life on this planet, many humans do not notice plants to the same extent as they do animals, a phenomenon described as “plant blindness”. Research indicates that multimodal and sensoric experiences might be significant tools for bringing about a shift away from plant blindness toward recognizing plants and their importance for life on Earth. This study seeks to explore the affordances of sensory‐rich indoor environments in two different settings; one where living animals are in the foreground (a science center), and one where living plants are in the fore (a greenhouse in a botanical garden). The participants in this study were elementary school student teachers. Data were collected through individual questionnaires that examined the student teachers' experiences visiting the two sites. The student teachers' answers are rich in aesthetic expressions, both regarding the animals and plants mentioned and regarding the environments studied. There is a dominance of animal references at the science center and a dominance of plant references from the botanical garden. In order for plants to be noticed in animal‐rich environments, they need to be foregrounded in the design of spaces and information about them clearly exposed to human view.

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“…Integrating plant-based knowledge in K-12 curricula, as well as in college-level general biology education, could include teaching about specific "flagship species" that students show interest in, such as those used for medicinal purposes (Pany & Heidinger, 2017). Hands-on plant-growing projects could be used that coincide with lessons over the course of a unit or semester, such as school gardens (Waliczek & Zajicek, 1999) or the Pet Plant Project (Krosnick et al, 2018), which encourages integration with lessons as well as identification and care of plants by students.…”

Section: Science Majors Before and After The Gardening Activitymentioning

confidence: 99%

Planting a Native Pollinator Garden Impacts the Ecological Literacy of Undergraduate Students

Wells¹,

Hatley²,

Walsh³

2021

The American Biology Teacher

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Ecological illiteracy exists, in part, because students may be technologically advanced but often lack intellectual curiosity about their natural environment. Botanical illiteracy, often referred to as “plant blindness,” results from several interacting factors, including a lack of interest in plants and insufficient exposure to plant science before students reach college. We were interested in understanding how a hands-on activity planting native plant species translates across undergraduate majors in improving botanical literacy, as well as increasing awareness and concern about the loss of plant and pollinator biodiversity worldwide. We conducted a survey of both life-science majors and nonmajors to examine their attitudes toward native plants and pollinators. We also examined the change in attitudes of science majors following a hands-on native garden planting activity. We found that life-science majors generally had a stronger understanding and valuation of native plants and pollinators than nonmajors. We also found that life-science majors demonstrated an increase in their knowledge and valuation of native plants and pollinators after participation in the gardening activity. We suggest that this type of activity is important in alleviating plant blindness and in increasing ecological literacy, even among already knowledgeable science students.

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The Pet Plant Project: Treating Plant Blindness by Making Plants Personal

Cited by 43 publications

References 20 publications

Beauty, memories and symbolic meaning: Swedish student teachers´ views of their favourite plant and animal

Beauty, memories and symbolic meaning: Swedish student teachers´ views of their favourite plant and animal

Plants to the fore: Noticing plants in designed environments

Planting a Native Pollinator Garden Impacts the Ecological Literacy of Undergraduate Students

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