Format: ORAL

Peter Pany1,2, Manuel Eichler1, Benno Dnser1, and Michael Kiehn1

1 University of Vienna, Vienna, Austria 2 University College of Teacher Education Vienna, Vienna, Austria

This study addresses the widespread problem of plant blindness, a phenomenon characterised by the neglect of plants in both everyday perception and educational settings. Focusing on 162 students aged 6-18, the research uses drawings as a tool to uncover their mental models (internal representations of concepts and ideas), providing insights into the depth of their understanding and attention to plants, trees, flowers, and grass. Through the analysis of drawings, the study examines the mental models associated with these botanical terms, shedding light on the prevalence of plant blindness and the simplification of ideas related to plants. The results show that the term tree serves as a reliable indicator of how complex plants are perceived in nature and depicted in drawings. In particular, the study reveals consistency in mental models across age groups, highlighting common features in plant representations. Statistical analyses reveal age-related anomalies and changes in certain features of mental models. Notable findings include an increased occurrence of leaf veins from around 89 years of age. These findings contribute to a nuanced understanding of how students perceptions of plants develop over the course of their schooling. Comparisons with previous research show consistency with existing findings. However, this study introduces new insights, such as the age-related emergence of specific features in mental models. These findings provide opportunities to optimise teaching strategies, address knowledge gaps and potentially reduce plant blindness. In addition, the study establishes a link between the term tree and the detailed perception of plants in the environment, suggesting that drawings can be a valuable tool for assessing students knowledge of plant structure and anatomy. Standardised methods of investigation using drawings may facilitate the identification of plant blindness within groups of students, providing a practical means of improving botanical education.