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Journals / Milli Eğitim Dergisi / 2026 / Cilt: 55 Sayı: 249

Learning to See Plants: Overcoming Future Teachers’ Plant Blindness Through Outdoor Educational Activities

Bitkileri Görmeyi Öğrenmek: Açık Hava Eğitsel Etkinlikler Yoluyla Geleceğin Öğretmenlerinin Bitki Körlüğünü Aşmak

Sena Seçil Akpınarlı(Technische Universität Dresden)0000-0002-5108-4676
Galip Akaydın(HACETTEPE ÜNİVERSİTESİ)0000-0003-3728-0176
Pınar Köseoğlu(HACETTEPE ÜNİVERSİTESİ)0000-0002-6222-7978
Pages
177–214
Publication Date
2026-02-01
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Results show a significant improvement in plant identification skills and positive shifts in attitudes towards plants, with partial retention observed over time.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Plant blindness—defined as a lack of awareness and appreciation for the essential role of plants in human life and biodiversity—has gained increasing attention as a barrier to environmental literacy.
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Key Findings & Data:Using a one-group pre-test, posttest, and retention test design, 81 biology pre-service teachers participated in 90-minute observation sessions spanning four weeks, during which they observed plants across diverse ecological contexts and compiled memory cards for each species documented.
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Conclusion & Impact:Results show a significant improvement in plant identification skills and positive shifts in attitudes towards plants, with partial retention observed over time.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:bitki körlüğü · bitki tanımlama bilgisi · bitkilere ilişkin tutumlar

Abstract

Plant blindness—defined as a lack of awareness and appreciation for the essential role of plants in human life and biodiversity—has gained increasing attention as a barrier to environmental literacy. Addressing this issue is crucial, particularly for future biology teachers who will guide the next generation’s understanding of plants. This study investigates the impact of outdoor plant observation activities on the plant identification knowledge and attitudes of biology pre-service teachers and explores their perspectives on outdoor education. Using a one-group pre-test, posttest, and retention test design, 81 biology pre-service teachers participated in 90-minute observation sessions spanning four weeks, during which they observed plants across diverse ecological contexts and compiled memory cards for each species documented. Results show a significant improvement in plant identification skills and positive shifts in attitudes towards plants, with partial retention observed over time. Qualitative data from semi-structured interviews indicate that participants found outdoor education motivating and beneficial for long-term retention. Despite challenges such as weather conditions and group size, participants emphasized the effectiveness and engagement of learning directly in nature. Many expressed intentions to incorporate outdoor activities and technological tools in their future teaching practices to enrich student learning and combat plant blindness.

Özet

Bitki körlüğü, insanların bitkilerin biyosferdeki ve insan yaşamındaki rolüne yeterince dikkat göstermemesi ve bitkilere karşı düşük düzeyde farkındalık ve ilgisinin bulunması olarak tanımlanan bir kavramdır. Bu olgu, çevre okuryazarlığı açısından önemli bir engel teşkil etmektedir. Özellikle gelecekte biyoloji öğretmeni olacak bireylerin bu konuda bilinçlenmesi, öğrencilerine bitkilerin önemini doğru ve etkili bir şekilde aktarabilmeleri açısından kritik bir öneme sahiptir. Bu çalışma, biyoloji öğretmen adaylarının bitki tanıma bilgisi ve bitkilere yönelik tutumlarının açık hava bitki gözlem etkinlikleri yoluyla nasıl değiştiğini incelemektedir. Ayrıca öğretmen adaylarının açık hava eğitimine yönelik bakış açıları da araştırılmıştır. Araştırma, tek grup ön test-son test ve kalıcılık testi desenine dayanmaktadır. Çalışmaya 81 biyoloji öğretmeni adayı katılmış ve dört hafta boyunca her biri 90 dakika süren bitki gözlem oturumlarına dâhil olmuştur. Katılımcılar, farklı ekolojik bağlamlarda bitki gözlemleri yaparak her bir bitki için bellek kartları oluşturmuşlardır. Araştırma bulguları, bitki tanıma becerilerinde anlamlı bir iyileşme olduğunu ve katılımcıların bitkilere yönelik tutumlarında olumlu değişiklikler meydana geldiğini göstermektedir. Bununla birlikte zamanla bazı kazanımların kısmen azaldığı görülmüştür. Yarı-yapılandırılmış görüşmelerden elde edilen nitel veriler, katılımcıların açık hava eğitimini motive edici ve uzun vadeli öğrenmeyi destekleyici olarak değerlendirdiğini ortaya koymaktadır. Hava koşulları ve grup büyüklüğü gibi bazı zorluklara rağmen, katılımcılar doğrudan doğada öğrenmenin etkili ve ilgi çekici olduğunu vurgulamışlardır. Çalışmanın bir diğer önemli bulgusu, öğretmen adaylarının büyük bir kısmının gelecekte öğrencileri için açık hava etkinliklerini derslerine entegre etmeyi planladıkları yönündeki ifadeleridir. Ayrıca teknolojik araçlardan faydalanarak bitki öğretimini daha etkileşimli hâle getirme niyetlerini dile getirmişlerdir. Bu bağlamda açık hava eğitimi ve dijital öğrenme araçlarının bir arada kullanılması, bitki körlüğünü azaltmak ve çevre okuryazarlığını artırmak için önemli bir strateji olarak öne çıkmaktadır.

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Cite This Article

Akpınarlı, S. S., Akaydın, G., Köseoğlu, P. (2026). Learning to See Plants: Overcoming Future Teachers’ Plant Blindness Through Outdoor Educational Activities. Milli Eğitim Dergisi, Cilt: 55 Sayı: 249, 177–214. https://doi.org/10.37669/milliegitim.1637327

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