Developing a Pedagogy for Reducing ‘Plant Blindness’

Despite human dependence on them, inattention to plants or plant blindness is a well–known phenomenon in urban societies. This thesis investigates the efficacy of a suite of novel teaching approaches for botany with adults and children and considers how these published research–based resources can contribute to a pedagogy for reducing plant blindness, in conjunction with the existing literature. This research was based on a mixed methods design using knowledge tests, questionnaires and interviews. It focused on two themes: novel methods for learning taxonomy (digital keys, mnemonics, drawing and game–playing) and drama–based methods for learning reproduction and classification. The literature review examined the characteristics of plant blindness and its impacts on teaching and learning. The fundamental cause of plant blindness was shown to be diminished experience with plants in urban societies which leads to low interest in plants compared to animals. A majority of pedagogic studies were based on learning with live plants, many of which were inquiry-based learning. Half the studies included outdoor learning and half used digital learning approaches. A content analysis of published research using themes based on theories of embodied cognition, memory and positive affect found the textual data to be evenly distributed across all three themes. The pedagogic approaches promoted learning through elaborative techniques, instructional tools with high usability, multimedia experiences and emotional wellbeing. Drawing and keys favoured observation over other perceptual modes, whereas drama facilitated multisensory experience. The research identified physical and cognitive factors that may assist or impede learning. A theoretical contribution of the research was the application of memory theory to learning taxonomy, advancing our understanding of how the design of keys and mnemonics may assist retention. Drama studies enhanced our understanding of children’s attitudes to plants and how a brief intervention may address these

Education handbook

2002 handbook for the faculty of Educatio

Education and Social Work handbook

2004 handbook for the faculty of Education and Social Wor

A COMPARISON BETWEEN MOTIVATIONS AND PERSONALITY TRAITS IN RELIGIOUS TOURISTS AND CRUISE SHIP TOURISTS

The purpose of this paper is to analyze the motivations and the personality traits that characterize tourists who choose religious travels versus cruises. Participating in the research were 683 Italian tourists (345 males and 338 females, age range 18–63 years); 483 who went to a pilgrimage travel and 200 who chose a cruise ship in the Mediterranean Sea. Both groups of tourists completed the Travel Motivation Scale and the Big Five Questionnaire. Results show that different motivations and personality traits characterize the different types of tourists and, further, that motivations for traveling are predicted by specific —some similar, other divergent— personality trait

Reports to the President

A compilation of annual reports for the 1999-2000 academic year, including a report from the President of the Massachusetts Institute of Technology, as well as reports from the academic and administrative units of the Institute. The reports outline the year's goals, accomplishments, honors and awards, and future plans

STEM choices: a resource pack for careers education and information, advice and guidance practitioners

"This pack for careers education (CE) and information, advice and guidance (IAG) practitioners is central to engaging tutors, subject teachers, personal and careers advisers in the business of STEM careers awareness. It will be updated and supplemented throughout the three years of the project to help boost the confidence and readiness of front-line staff to engage with young people and their parents about STEM choices, and to give well-informed and up-to-date information on the current demand and likely future trends in relation to STEM opportunities. The pack seeks to help CE/IAG practitioners to broaden young people’s perspectives and to challenge stereotyped images of sectors and occupations." - Section 1.