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<p>Charles Darwin’s zoological works have long eclipsed his botanical contributions. To assess public knowledge of Charles Darwin’s work and other evolutionary issues related to botany, researchers conducted a survey of visitors (N = 530) at the Arnold Arboretum of Harvard University. Results indicate that visitors have limited knowledge of Charles Darwin’s work, with minimal awareness of his botanical contributions. Respondents also showed a much broader understanding of animal evolution than plant evolution. Finally, most visitors indicate that they would like to have more information on the evolutionary history of plants, and in many cases relate this interest to the impending need to be better informed in the face of the effects of climate change. These findings underscore the potential role of informal education, especially in botanical gardens, as a means to enhance public understanding of evolutionary biology. Unlike formal educational settings, informal spaces such as botanical gardens offer a unique opportunity for experiential learning that can deepen visitor’s appreciation for the evolutionary processes underlying biodiversity and play an essential role in promoting scientific literacy. In this respect, botanical gardens were seen as an appropriate place to teach, learn and popularize evolution.</p>

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Did Darwin Work with Plants? Darwinism, Evolution and Education in a Botanical Garden

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年8月6日

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  • Martí Domínguez,
  • Tatiana Pina

摘要

Charles Darwin’s zoological works have long eclipsed his botanical contributions. To assess public knowledge of Charles Darwin’s work and other evolutionary issues related to botany, researchers conducted a survey of visitors (N = 530) at the Arnold Arboretum of Harvard University. Results indicate that visitors have limited knowledge of Charles Darwin’s work, with minimal awareness of his botanical contributions. Respondents also showed a much broader understanding of animal evolution than plant evolution. Finally, most visitors indicate that they would like to have more information on the evolutionary history of plants, and in many cases relate this interest to the impending need to be better informed in the face of the effects of climate change. These findings underscore the potential role of informal education, especially in botanical gardens, as a means to enhance public understanding of evolutionary biology. Unlike formal educational settings, informal spaces such as botanical gardens offer a unique opportunity for experiential learning that can deepen visitor’s appreciation for the evolutionary processes underlying biodiversity and play an essential role in promoting scientific literacy. In this respect, botanical gardens were seen as an appropriate place to teach, learn and popularize evolution.