Factual knowledge of students about plants is associated with attitudes and interest in botany

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13440%2F21%3A43896271" target="_blank" >RIV/44555601:13440/21:43896271 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/09500693.2021.1917790" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/09500693.2021.1917790</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/09500693.2021.1917790" target="_blank" >10.1080/09500693.2021.1917790</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Factual knowledge of students about plants is associated with attitudes and interest in botany

Popis výsledku v původním jazyce

Plants are crucial parts of ecosystems but are traditionally considered boring and difficult by students. It is therefore not clear whether factual knowledge about plants contributes to building positive attitudes and interest in botany. We investigated whether factual knowledge about monocotyledonous plants is associated with secondary students? attitudes toward and interest in plants. Furthermore, we examined whether self-reported plant cultivation experiences and gender differences exist in attitudes toward plants. Factual knowledge about monocotyledonous plants significantly correlated with attitudes toward plants and these attitudes were greatly influenced by interest in botany, ecology, evolution, and zoology, but not with other, more distant biological disciplines (e.g. microbiology, or health and nutrition). Females received better scores in knowledge and attitudes toward plants, but interest in plants was similar between males and females. We suggest that (1) factual knowledge in botany is essential in building positive attitudes toward plants and that (2) interconnections between botany with zoology, ecology and evolution may help with elimination of plant blindness and building positive attitudes toward plants.

Název v anglickém jazyce

Factual knowledge of students about plants is associated with attitudes and interest in botany

Popis výsledku anglicky

Plants are crucial parts of ecosystems but are traditionally considered boring and difficult by students. It is therefore not clear whether factual knowledge about plants contributes to building positive attitudes and interest in botany. We investigated whether factual knowledge about monocotyledonous plants is associated with secondary students? attitudes toward and interest in plants. Furthermore, we examined whether self-reported plant cultivation experiences and gender differences exist in attitudes toward plants. Factual knowledge about monocotyledonous plants significantly correlated with attitudes toward plants and these attitudes were greatly influenced by interest in botany, ecology, evolution, and zoology, but not with other, more distant biological disciplines (e.g. microbiology, or health and nutrition). Females received better scores in knowledge and attitudes toward plants, but interest in plants was similar between males and females. We suggest that (1) factual knowledge in botany is essential in building positive attitudes toward plants and that (2) interconnections between botany with zoology, ecology and evolution may help with elimination of plant blindness and building positive attitudes toward plants.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

International Journal of Science Education

ISSN

0950-0693

e-ISSN

—

Svazek periodika

43

Číslo periodika v rámci svazku

9

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

15

Strana od-do

1426-1440

Kód UT WoS článku

000648235500001

EID výsledku v databázi Scopus

2-s2.0-85105963140