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From 'plant blindness' to 'bug blindness': disseminating an evidence-based pedagogy for plants and refining methodologies in attitudinal research

从“植物盲”到“虫盲”：传播植物循证教育学并完善态度研究方法

基本信息

批准号：
ES/X007324/1
负责人：
Bethan Claire Stagg
金额：
$ 12.21万
依托单位：
UNIVERSITY OF EXETER
依托单位国家：
英国
项目类别：
Fellowship
财政年份：
2022
资助国家：
英国
起止时间：
2022 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FX007324%2F1
关键词：
plant blindness bug disseminating evidence

项目摘要

Plants are essential for the survival of life on Earth. Humans rely on plants for food, medicine, and raw materials. Plant science plays a crucial role in food security, climate change adaptation and mitigation. Yet there is a widespread tendency in modern society to ignore plants, or fail to recognise their importance, a phenomenon known as plant blindness. Plant blindness has led to the 'green skills gap' in research and industry, as well as the neglect of plants in education and environmental conservation.The PhD research investigated the efficacy of a suite of novel teaching approaches for plant topics with adults and children, based on gamification, the creative arts and digital learning. It considered how these contributed to a theory and practice of learning to address plant blindness, alongside the existing literature. The findings were published as seven articles in academic journals from 2013 - 2020, with a further three studies currently under consideration.The post-doctoral phase of this work will focus on three areas. First, the dissemination of the research findings to a non-academic audience, including teachers and outdoor learning practitioners, through a programme of online courses and articles to increase awareness about plant blindness and to promote effective, evidence-based teaching approaches. The programme includes the first MOOC (open access course) about plant blindness, building on the success of a previous MOOC about sustainable food systems, which had more than10,000 enrolments. A plant blindness network with the British Ecological Society will provide a shared platform for experts in education, research, and industry to raise the profile of plants in policy and practice.Second, an academic contribution, in the form of a conference paper, a review paper and a themed section in a science education journal. The aim is to advance our understanding of how instructional design influences interest development in this field. The term 'plant blindness' was introduced nearly 25 years ago but the literature to date has focused on its characteristics and the impacts of lone interventions. There is now a need for a synthesis of these findings and recommendations for practitioners.Finally, the development of a novel area of research, which broadens the PhD inquiry to investigate attitudes and attention deficits for other categories of biodiversity. Evidence suggests that the human bias against plants extends to certain other groups of organisms, particularly invertebrates. There appears to be a preference for animals that closely resemble humans, although the perceived utility or threat, familiarity and ease of detection of the species are also important. As a result, a small number of 'charismatic' species receive a disproportionate amount of funding, conservation effort and public support, compared to less popular but ecologically important taxonomic groups. There is a significant body of research about attitudes to biodiversity but huge variation in the quality and validity of methodological approaches. Few studies have compared attitudes across different categories of biodiversity, which could help to identify where the most negative attitudes or bias exist. There are common assumptions made about attentional deficits, which have not been subject to experimental testing. Many questionnaires are not designed to capture the complex structure of attitudes. These factors impede our understanding about attitudes to biodiversity and thus our ability to respond effectively. The new research will focus on a methodological literature review and the design and piloting of a novel attitudinal questionnaire with 9-11-year-olds, an important age group for attitudinal development. This research will culminate in the development of a proposal for a significant piece of work, to refine the research instruments and use them to measure the impact of novel interventions on attitudes to biodiversity.

植物对地球上生命的生存至关重要。人类依靠植物获取食物、药物和原材料。植物科学在粮食安全、适应和减缓气候变化方面发挥着至关重要的作用。然而，在现代社会中有一种普遍的趋势是忽视植物，或者没有认识到它们的重要性，这种现象被称为植物盲目性。植物盲目性导致了研究和工业中的“绿色技能差距”，以及在教育和环境保护中对植物的忽视。博士研究调查了基于游戏化、创意艺术和数字学习的一套针对成人和儿童的植物主题的新教学方法的有效性。它考虑了这些对解决植物盲症的理论和实践的贡献，以及现有的文献。这些研究结果在2013年至2020年期间以七篇文章的形式发表在学术期刊上，另外三篇研究目前正在考虑中。博士后阶段的工作将集中在三个方面。首先，通过一个在线课程和文章项目，将研究成果传播给非学术受众，包括教师和户外学习从业者，以提高对植物盲症的认识，并促进有效的、基于证据的教学方法。该项目包括第一个关于植物失明的MOOC（开放获取课程），它建立在之前一个关于可持续粮食系统的MOOC的成功基础上，该MOOC的注册人数超过了1万人。与英国生态学会合作的植物失明网络将为教育、研究和工业界的专家提供一个共享平台，以提高植物在政策和实践中的地位。第二，学术贡献，以会议论文，评论论文和科学教育期刊的主题部分的形式。目的是促进我们对教学设计如何影响这一领域兴趣发展的理解。“植物失明”一词是在近25年前提出的，但迄今为止的文献主要集中在其特征和单独干预的影响上。现在有必要对这些发现和从业人员的建议进行综合。最后，发展一个新的研究领域，这将拓宽博士的探究，以调查对其他种类生物多样性的态度和关注缺陷。有证据表明，人类对植物的偏见延伸到某些其他生物群体，特别是无脊椎动物。人们似乎更喜欢与人类相似的动物，尽管感知到的效用或威胁、对物种的熟悉程度和容易被发现也很重要。因此，与不那么受欢迎但在生态上很重要的分类群体相比，少数“有魅力”的物种得到了不成比例的资金、保护努力和公众支持。对生物多样性的态度进行了大量的研究，但在方法方法的质量和有效性方面存在巨大差异。很少有研究比较不同种类生物多样性的态度，这可能有助于确定最消极的态度或偏见存在的地方。关于注意力缺陷有一些常见的假设，这些假设尚未经过实验测试。许多问卷的设计并不是为了捕捉态度的复杂结构。这些因素阻碍了我们对生物多样性态度的理解，从而阻碍了我们有效应对的能力。新的研究将集中在方法论文献综述和设计和试点一种新的态度问卷，9-11岁的孩子，态度发展的一个重要年龄组。这项研究最终将为一项重要工作制定一项建议，以改进研究工具并使用它们来衡量新干预措施对生物多样性态度的影响。