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<p>Teaching about plants has always been an integral part of science education and a significant aspect of biology didactics. However, the importance of plant literacy has been underscored even more since researchers identified humans’ tendency to ignore and underestimate plants. This phenomenon, known as plant blindness or recently described as disparity and lack of plant awareness, was first defined in 2000 and has since been the subject of numerous influential publications, particularly in the past five years. The present paper aims to validate primary school students’ knowledge base of plants as a key dimension of plant awareness, and to identify the main sources of information about plant organisms. Participants in this study were one thousand forty-eight (1048) primary students, aged between 10 and 12&#xa0;years old. The research instrument was a questionnaire that examined children’s knowledge on plant organisms through various questions. The results indicated a limited cognitive understanding of plants among the participants. This was evidenced by the prevalence of misconceptions and the presence of flawed mental models. The study’s findings raise concerns about the school's underutilization of its potential to impart knowledge about plants, prompting a consideration for meaningful change. Improving plant education in early school stages can inform the development of a learning continuum for enhancing plant awareness, with primary education serving as a solid foundation.</p>

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Plant Knowledge in an Era of Limited Plant Awareness: A Consideration for Meaningful Change

  • 期刊论文

  • 发表日期：

    2025年10月14日

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  • Alexandros Amprazis,
  • Penelope Papadopoulou

摘要

Teaching about plants has always been an integral part of science education and a significant aspect of biology didactics. However, the importance of plant literacy has been underscored even more since researchers identified humans’ tendency to ignore and underestimate plants. This phenomenon, known as plant blindness or recently described as disparity and lack of plant awareness, was first defined in 2000 and has since been the subject of numerous influential publications, particularly in the past five years. The present paper aims to validate primary school students’ knowledge base of plants as a key dimension of plant awareness, and to identify the main sources of information about plant organisms. Participants in this study were one thousand forty-eight (1048) primary students, aged between 10 and 12 years old. The research instrument was a questionnaire that examined children’s knowledge on plant organisms through various questions. The results indicated a limited cognitive understanding of plants among the participants. This was evidenced by the prevalence of misconceptions and the presence of flawed mental models. The study’s findings raise concerns about the school's underutilization of its potential to impart knowledge about plants, prompting a consideration for meaningful change. Improving plant education in early school stages can inform the development of a learning continuum for enhancing plant awareness, with primary education serving as a solid foundation.