초등교사의 식물 동정 능력 및 오류 유형
Elementary Teachers’ Plant Identification Ability and Common Errors
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This study aimed to investigate elementary school teachers' plant identification ability. A total of 201 elementary school teachers across the country participated in a plant identification test. The results showed that the average plant identification score was 12.87 out of 36 (35.75%), indicating that elementary school teachers struggle to accurately identify common plants. While species such as Setaria viridis, Cosmos, Lemna minor, and Trifolium repens had relatively high identification rates, others like Oxalis corniculata, Calystegia japonica, Youngia denticulata, and Erigeron annuus had significantly lower identification rates. Additionally, although teachers perceived certain plants as familiar, their actual observation experience was often limited. The analysis of incorrect responses revealed a tendency to identify plants based on specific features (e.g., flowers or fruits) rather than a holistic understanding, leading to frequent confusion with similar-looking species. These findings highlight the need for a more balanced approach in plant education and practical exposure to plants for elementary teachers. This study emphasizes the importance of developing professional training programs and expanding outdoor inquiry activities to enhance teachers’ plant education competence, ultimately fostering students' awareness of plants and biodiversity conservation.
Abstract
This study aimed to investigate elementary school teachers' plant identification ability. A total of 201 elementary school teachers across the country participated in a plant identification test. The results showed that the average plant identification score was 12.87 out of 36 (35.75%), indicating that elementary school teachers struggle to accurately identify common plants. While species such as Setaria viridis, Cosmos, Lemna minor, and Trifolium repens had relatively high identification rates, others like Oxalis corniculata, Calystegia japonica, Youngia denticulata, and Erigeron annuus had significantly lower identification rates. Additionally, although teachers perceived certain plants as familiar, their actual observation experience was often limited. The analysis of incorrect responses revealed a tendency to identify plants based on specific features (e.g., flowers or fruits) rather than a holistic understanding, leading to frequent confusion with similar-looking species. These findings highlight the need for a more balanced approach in plant education and practical exposure to plants for elementary teachers. This study emphasizes the importance of developing professional training programs and expanding outdoor inquiry activities to enhance teachers’ plant education competence, ultimately fostering students' awareness of plants and biodiversity conservation.