Learning to See Plants: Overcoming Future Teachers’ Plant Blindness Through Outdoor Educational Activities

Öz

Plant blindness—defined as a lack of awareness and appreciation for the essential role of plants in human life and biodiversity—has gained increasing attention as a barrier to environmental literacy. Addressing this issue is crucial, particularly for future biology teachers who will guide the next generation’s understanding of plants. This study investigates the impact of outdoor plant observation activities on the plant identification knowledge and attitudes of biology pre-service teachers and explores their perspectives on outdoor education. Using a one-group pre-test, posttest, and retention test design, 81 biology pre-service teachers participated in 90-minute observation sessions spanning four weeks, during which they observed plants across diverse ecological contexts and compiled memory cards for each species documented. Results show a significant improvement in plant identification skills and positive shifts in attitudes towards plants, with partial retention observed over time. Qualitative data from semi-structured interviews indicate that participants found outdoor education motivating and beneficial for long-term retention. Despite challenges such as weather conditions and group size, participants emphasized the effectiveness and engagement of learning directly in nature. Many expressed intentions to incorporate outdoor activities and technological tools in their future teaching practices to enrich student learning and combat plant blindness.

Anahtar Kelimeler

• plant blindness
• plant identification knowledge
• attitudes towards plants
• outdoor education
• pre-service biology teacher

Bitkileri Görmeyi Öğrenmek: Açık Hava Eğitsel Etkinlikler Yoluyla Geleceğin Öğretmenlerinin Bitki Körlüğünü Aşmak

Öz

Bitki körlüğü, insanların bitkilerin biyosferdeki ve insan yaşamındaki rolüne yeterince dikkat göstermemesi ve bitkilere karşı düşük düzeyde farkındalık ve ilgisinin bulunması olarak tanımlanan bir kavramdır. Bu olgu, çevre okuryazarlığı açısından önemli bir engel teşkil etmektedir. Özellikle gelecekte biyoloji öğretmeni olacak bireylerin bu konuda bilinçlenmesi, öğrencilerine bitkilerin önemini doğru ve etkili bir şekilde aktarabilmeleri açısından kritik bir öneme sahiptir. Bu çalışma, biyoloji öğretmen adaylarının bitki tanıma bilgisi ve bitkilere yönelik tutumlarının açık hava bitki gözlem etkinlikleri yoluyla nasıl değiştiğini incelemektedir. Ayrıca öğretmen adaylarının açık hava eğitimine yönelik bakış açıları da araştırılmıştır. Araştırma, tek grup ön test-son test ve kalıcılık testi desenine dayanmaktadır. Çalışmaya 81 biyoloji öğretmeni adayı katılmış ve dört hafta boyunca her biri 90 dakika süren bitki gözlem oturumlarına dâhil olmuştur. Katılımcılar, farklı ekolojik bağlamlarda bitki gözlemleri yaparak her bir bitki için bellek kartları oluşturmuşlardır. Araştırma bulguları, bitki tanıma becerilerinde anlamlı bir iyileşme olduğunu ve katılımcıların bitkilere yönelik tutumlarında olumlu değişiklikler meydana geldiğini göstermektedir. Bununla birlikte zamanla bazı kazanımların kısmen azaldığı görülmüştür. Yarı-yapılandırılmış görüşmelerden elde edilen nitel veriler, katılımcıların açık hava eğitimini motive edici ve uzun vadeli öğrenmeyi destekleyici olarak değerlendirdiğini ortaya koymaktadır. Hava koşulları ve grup büyüklüğü gibi bazı zorluklara rağmen, katılımcılar doğrudan doğada öğrenmenin etkili ve ilgi çekici olduğunu vurgulamışlardır. Çalışmanın bir diğer önemli bulgusu, öğretmen adaylarının büyük bir kısmının gelecekte öğrencileri için açık hava etkinliklerini derslerine entegre etmeyi planladıkları yönündeki ifadeleridir. Ayrıca teknolojik araçlardan faydalanarak bitki öğretimini daha etkileşimli hâle getirme niyetlerini dile getirmişlerdir. Bu bağlamda açık hava eğitimi ve dijital öğrenme araçlarının bir arada kullanılması, bitki körlüğünü azaltmak ve çevre okuryazarlığını artırmak için önemli bir strateji olarak öne çıkmaktadır.

Anahtar Kelimeler

• bitki körlüğü
• bitki tanımlama bilgisi
• bitkilere ilişkin tutumlar
• açık hava eğitimi
• biyoloji öğretmen adayı

Kaynakça

1. Ahi, B., Atasoy, V., & Balci, S. (2018). An analysis of plant blindness in Turkish textbooks used at the basic education level. Journal of Baltic Science Education, 17(2), 277.
2. Akaydın, G. (2011). Beytepe bitkileri. Hacettepe Üniversitesi Basımevi. Akpınarlı, S. S., & Akaydın, G. (2024). Investigation of student biology teachers’ views on field-based plant exploration exercises in a botany course. In SHS Web of Conferences 206, Article 01007.
3. Akpınarlı, S. S., Akaydın, G., & Köseoğlu, P. (2023). Increasing the plant awareness of prospective biology teachers: A mixed methods study. Studies on Social and Education Sciences 2023, (pp.196-219), ISTES Organization Monument, Antalya, Türkiye.
4. Akpınarlı, S. S., & Köseoğlu, P. (2024). Technological tools in education: Actionbound experience of prospective biology teachers. MIER Journal of Educational Studies Trends and Practices, 14(1), 226–247. https://doi. org/10.52634/mier/2024/v14/i1/2646
5. Amprazis, A., & P. Papadopoulou. (2020). Plant blindness: A faddish research interest or a substantive impediment to achieve sustainable development goals? Environmental Education Research 26(8),1065–1087. https://doi. org/10.1080/13504622.2020.1768225.
6. Amprazis, A., Papadopoulou, P., & Malandrakis, G. (2021). Plant blindness and children’s recognition of plants as living things: A research in the primary schools context. Journal of Biological Education, 55(2), 139-154.
7. Amprazis, A., & P. Papadopoulou. (2023). Plant blindness intensity throughout the school and university years: A cross-age study. K. Korfiatis, M. Grace, and M. Hammann (Eds.) In Shaping the Future of Biological Education Research. Contributions from Biology Education Research., 137–146. Springer International Publishing.
8. Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1–12.

9. Anderson, J. L., Ellis, J. P., & Jones, A. M. (2014). Understanding early elementary children’s conceptual knowledge of plant structure and function through drawings. CBE—Life Sciences Education, 13(3), 375-386.
10. Avan, Ç., Aydınlı, B., Şeker, F., & Bakar, F. (2020). Plant and animal awareness in nature education perspectives: Where is blindness? International Electronic Journal of Environmental Education, 10(2), 122-136.
11. Balas, B., & Momsen, J. L. (2014). Attention “blinks” differently for plants and animals. CBE: Life Sciences Education, 13(3), 437–443.
12. Barman, C. R., Stein, M., McNair, S., & Barman, N. S. (2006). Students’ ideas about plants & plant growth. The American biology teacher, 68(2), 73- 79.
13. Barrutia, O., A. Ruiz-Gonzalez, I. Sanz Azkue, & J. R. Díez. (2022). Secondary school students’ familiarity with animals and plants: Hometown size matters. Environmental Education Research, 28(10), 1564–1583. https:// doi.org/10.1080/13504622.2022.2086689.
14. Brownlee, K., K. M. Parsley, & J. L. Sabel. (2021). An analysis of plant awareness disparity within introductory biology textbook images. Journal of Biological Education, 57(2), 422–431. https://doi.org/10.1080/0021926 6.2021.1920301.
15. Borsos, É., Borić, E., & Patocskai, M. (2023). What can be done to increase future teachers’ plant knowledge?. Journal of Biological Education, 57(2), 252- 262.
16. Bögeholz, S. (2006). Nature experience and its importance for environmental knowledge, values and action: Recent German empirical contributions. Environmental education research, 12(1), 65-84.
17. Buck, L. B., Bretz, S. L., & Towns, M. H. (2008). Characterizing the level of inquiry in the undergraduate laboratory. Journal of College Science Teaching, 38(1), 52.
18. Büyüköztürk, S. (2013). Sosyal bilimler için veri analizi el kitabı (18. Baskı). Pegem Akademi Yayıncılık.de kesintisiz öğrenme deneyimi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 1(2), 65-81.
19. Demirayak, F. (2002, Aralık). Biyolojik çeşitlilik - doğa koruma ve sürdürülebilir kalkınma. [Panel]. TÜBİTAK VİZYON 2023 Projesi Çevre ve Sürdürülebilir Kalkınma Paneli, Ankara, Türkiye.
20. Dünser, B., Möller, A., Fondriest, V., Boeckle, M., Lampert, P., & Pany, P. (2024). Attitudes towards plants–exploring the role of plants’ ecosystem services. Journal of Biological Education, 59(1), 124–138. https://doi.or g/10.1080/00219266.2024.2308293
21. Fančovičová, J., & Prokop, P. (2010). Development and initial psychometric assessment of the plant attitude questionnaire. Journal of Science Education and Technology, 19, 415-421.
22. Fančovičová, J., & Prokop, P. (2011) Plants have a chance: Outdoor educational programmes alter students’ knowledge and attitudes towards plants, Environmental Education Research, 17(4), 537-551.
23. Frisch, J. K., Unwin, M. M., & Saunders, G. W. (2010). Name that plant! Overcoming plant blindness and developing a sense of place using science and environmental education. In The Inclusion of Environmental Education in Science Teacher Education (pp. 143–157). Springer.
24. Hacettepe University Sustainability Campuses Coordinatorship. (2024). Beytepe campus forest vegetation area. Hacettepe University. https://syk. hacettepe.edu.tr/en/green_campus-21
25. Hershey, D. R. (1993). Plant neglect in biology education. BioScience, 43(7), 418.
26. Hershey, D. R. (1996). A historical perspective on problems in botany teaching. The American Biology Teacher, 58(6), 340–347.
27. Javier Bobo Pinilla, Javier Marcos-Walias, Jaime Delgado Iglesias & Roberto Reinoso Tapia (06 Nov 2023): Overcoming plant blindness: Are the future teachers ready?, Journal of Biological Education, https://doi.org/1 0.1080/00219266.2023.2255197
28. Kaasinen, A. (2019). Plant species recognition skills in Finnish students and teachers. Education Sciences, 9(2), 85.
29. Kacprzyk, J., S. Clune, C. Clark, & A. Kane. (2023). Making a greener planet: Nature documentaries promote plant awareness. Annals of Botany, 131(2), 255–260. https://doi.org/10.1093/aob/mcac149.
30. Karagöz, A., Zencirci, N., Tan, A., Taşkın, T., Köksel, H., Sürek, M., Toker, C. & Özbek, K. (2010). Bitki genetik kaynaklarının korunması ve kullanımı [Sözlü sunum]. Türkiye Ziraat Mühendisliği 7. Teknik Kongresi, (s. 155- 177), Ankara, Türkiye.
31. Karasar, N. (2009). Bilimsel arastirma yontemi: Kavramlar-ilkelerteknikler. Nobel Yayin Dağitim.
32. Kissi, L., & Dreesmann, D. (2018). Plant visibility through mobile learning: Implementation and evaluation of an interactive Flower Hunt in a botanic garden. Journal of Biological Education, 52(4), 344-363.
33. Kubiatko, M., Fančovičová, J., & Prokop, P. (2021). Factual knowledge of students about plants is associated with attitudes and interest in botany. International Journal of Science Education, 43(9), 1426-1440.
34. Lawrence, N., & P. Calvo. (2023). Learning to see ‘green’ in an ecological crisis. L. Weir (Ed.), In Philosophy as practice in the ecological emergency: An exploration of urgent matters, (pp. 167–183). Springer International Publishing.
35. Lohr, V. I., & Pearson Mims, C. H. (2000). Physical discomfort may be reduced in the presence of interior plants. HortTechnology, 10(1), 53-58.
36. Lindemann Matthies, P. (2005). ‘Loveable’ mammals and ‘lifeless’ plants: How children’s interest in common local organisms can be enhanced through observation of nature. International Journal of Science Education, 27(6), 655–677.
37. Link Pérez, M. A., Dollo, V. H., Weber, K. M. & Schussler, E. E. (2010). What’s in a name: Differential labelling of plant and animal photographs in two nationally syndicated elementary science textbook series. International Journal of Science Education, 32(9), 1227–1242. https:// doi.org/10.1080/09500690903002818.
38. Margulies, J. D., Bullough, L. A., Hinsley, A., Ingram, D. J., Cowell, C., Goettsch, B., Klitgård, B. B., Lavorgna, A., Sinovas, P., & Phelps, J. (2019). Illegal wildlife trade and the persistence of “plant blindness”. Plants People Planet, 1, 173–182. https://doi.org/10.1002/ppp3.10053
39. Mendes, R. S. M., Magno, J. N., Gomes, F. M., Costa, F. J., Bragança, G. P. P., Jorge, N. C., & Isaias, R. M. S. (2023). Do we need plants to survive? Triggering interest in plant science. Research, Society & Development, 12(1), e23712139614–e23712139614. https://doi.org/10.33448/rsdv12i1.39614.
40. Özdemir, O. (2010). Doğa deneyimine dayalı çevre eğitiminin ilköğretim öğrencilerinin çevrelerine yönelik algı ve davranışlarına etkisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27(27), 125-138.
41. Özel, M, Sürücü, A., & Bilen, K. (2013). İlköğretim öğrencilerinin bitkilere yönelik tutumları. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 34(34), 119- 132.
42. Palmberg, I., Berg, I., Jeronen, E., Kärkkäinen, S., Norrgård Sillanpää, P., Persson, C., Vilkonis, R.& Yli Panula, E. (2015). Nordic–Baltic student teachers’ identification of and interest in plant and animal species: The importance of species identification and biodiversity for sustainable development. Journal of Science Teacher Education, 26(6), 549-571.
43. Pany, P., Meier, F. D., Dünser, B., Yanagida, T., Kiehn, M., & Möller, A.(2024). Measuring students’ plant awareness: A prerequisite for effective botany education. Journal of Biological Education, 58(5), 1103-1116. https:// doi.org/10.1080/00219266.2022.2159491
44. Patrick, P., & Tunnicliffe, S. D. (2011). What plants and animals do early childhood and primary students’ name? Where do they see them?. Journal of Science Education and Technology, 20, 630-642.
45. Pedrera, O., Ortega Lasuen, U., Ruiz González, A., Díez, J. R., & Barrutia, O. (2023). Branches of plant blindness and their relationship with biodiversity conceptualisation among secondary students. Journal of Biological Education, 57(3), 566-591.
46. Putriani, T., Sunandar, A., & Qurbaniah, M. (2023). Plant blindness profile of high school students in Hulu Gurung sub-district, Kapuas Hulu district. JPBI (Jurnal Pendidikan Biologi Indonesia), 9(3), 326-334.
47. Rode, Ž. (2024, ). Enhancing biology education: Harnessing iNaturalist to empower future biology teachers [Oral presentation]. ERIDOB2024 European Researchers in Didactics of Biology, Lyon, France.
48. Sanders, D., Nyberg, E., Eriksen, B., & Snæbjørnsdóttir, B. (2015). Plant blindness: Time to find a cure. The Biologist: Royal Society of Biology, 62(3), 9.
49. Scherf, G. (1985/86). Zur Bedeutung pflanzlicher Formenkenntnisse für eine schützende Einstellung gegenüber Pflanzen und zur Methodik des formenkundlichen Unterrichts: Eine empirische Untersuchung in 4. Jahrgangsstufen am Beispiel wildwachsender krautiger Dikotylen auf städtischen Flächennutzungen. [University thesis] Institut für die Didaktik der Biologie.
50. Schussler, E. E., & Olzak, L. A. (2008). It’s not easy being green: Student recall of plant and animal images. Journal of Biological Education, 42(3), 112- 119.
51. Simões, H., & Ferreira, S. (2023, August 28 - September 1). Biodiversity and plant blindness in pre-service teacher education [Oral presentation]. 20th ESERA Conference, Cappadocia, Türkiye.
52. Skarstein, T. H., & Skarstein, F. (2020). Curious children and knowledgeable adults–early childhood student-teachers’ species identification skills and their views on the importance of species knowledge. International Journal of Science Education, 42(2), 310-328.
53. Smith, L. (2004). Promoting biodiversity through outdoor education. Journal of Environmental Education, 35(3), 35-42.
54. Spicer, J. I., & Stratford, J. (2001). Student perceptions of a virtual field trip to replace a real field trip. Journal of Computer Assisted Learning, 17(4), 345-354.
55. Stagg, B. C., & J. Dillon. (2024). Plants and the Kunming-Montreal Global Biodiversity Framework: Educational approaches to support proconservation behaviours. Journal of Biological Education, 1(19). https:// doi.org/10.1080/00219266.2024.2332728.
56. Strgar, J. (2007). Increasing the interest of students in plants. Journal of Biological Education, 42(1), 19–23. https://doi.org/10.1080/00219 266.2007.9656102
57. Stroud, S., M. Fennell, J. Mitchley, S. Lydon, J. Peacock, & K. L. Bacon. (2022). The botanical education extinction and the fall of plant awareness. Ecology and Evolution, 12(7), 1–14. https://doi.org/10.1002/ece3.9019.
58. Thomas, H., Ougham, H., & D. Sanders. (2022). Plant blindness and sustainability. International Journal of Sustainability in Higher Education, 23(1), 41– 57. https://doi.org/10.1108/IJSHE-09-2020-0335.
59. Tilling, M. V. (2004). Some thoughts on legitimacy theory in social and environmental accounting. Social and Environmental Accountability Journal, 24(2), 3-7.
60. Torres-Porras, J., Ramos-Miras, J. J., & Alcántara-Manzanares, J. (2024). The plant blindness and the Humans-AsNon-Animals Bias Cycles in the educational system. The need to overcome them. Journal of Biological Education, 1(12). https://doi.org/10.1080/00219266.2024.2365668.
61. Wandersee, J. H., & Schussler, E. E. (1999). Preventing plant blindness. The American Biology Teacher, 61(2), 82–86.
62. Wandersee, J. H., & Schussler, E. E. (2001). Towards a theory of plant blindness. Plant Science Bulletin, 27(1), 2–9.
63. Yorek, N., Şahin, M., & Aydın, H. (2009). Are animals ‘more alive’ than plants? Animistic-anthropocentric construction of life concept. Eurasia Journal of Mathematics, Science and Technology Education, 5(4), 369-378.
64. Yıldırım, A., & Şimsek, H. (1999). Sosyal bilimlerde nitel araştırma yöntemleri. (11. baskı).
65. Yılmaz, Z., & Selvi, M. (2023). Biyoloji öğretmen adaylarının bitki farkındalığının belirlenmesi. Ondokuz Mayis University Journal of Education Faculty, 42(1), 359-430.
66. Zani, G., & Low, J. (2022). Botanical priming helps overcome plant blindness on a memory task. Journal of Environmental Psychology, 81, 101808.