Electronic Theses and Dissertations

Date

2021

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

Biology

Committee Chair

Jaime Sabel

Committee Member

Judith Cole

Committee Member

Jennifer Mandel

Committee Member

Ph.D.

Abstract

Plant awareness disparity (PAD, formerly plant blindness) is the tendency not to notice plants in ones environment. PAD is made of four components: attention (not noticing plants), attitude (not liking plants), knowledge (not understanding why plants are important), and relative interest (being less interested in plants than in animals). This can lead to a host of misconceptions regarding plants, such as plants do not evolve, or that humans do not need plants. Previously, many interventions have been suggested to address PAD in undergraduate students. However, the success of these interventions cannot be fully determined without a way to measure PAD. Therefore, I have developed and validated an instrument to measure PAD in undergraduate students. Additionally, previous strategies to address PAD have assumed that once students know more about plants, they will automatically notice plants more. Because of the complex nature of PAD and its four components, this assumption is likely incorrect as it does not address student attitudes toward or interest in plants. As such, I have also developed and characterized a conceptual framework known as functional botanical literacy (FBL). FBL is defined as the ability to make sound scientifically-informed decisions regarding botanical socioscientific issues (SSIs) such as genetically modified organisms (GMOs), plant conservation, deforestation, and biofuels. This conceptual framework is designed to both engage student interest in plants and improve attitudes toward plants through the use of SSIs that are more likely to help students see why plants are relevant to their everyday lives. Major findings include how undergraduate botany students think of humans in the context of the environment and FBL, how course and assignment structure differently affect FBL, and that even one decision-making intervention can greatly improve non-majors introductory biology students level of FBL and the skills associated with it. Implications include how to more holistically address PAD and improve not only student knowledge of plants, but also their science literacy skills and their appreciation for how important plants are to the biosphere and human affairs.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest

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