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- Nyberg, Eva, 1958, et al.
(författare)
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Att se växter
- 2018
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Ingår i: Nordisk forskningskonferens om miljö- och hållbarhetsutbildning 25-26 oktober 2018, Örebro universitet.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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- Nyberg, Eva, 1958, et al.
(författare)
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Beauty, memories and Symbolic meaning: Swedish student teachers´ views of their favourite plant and animal
- 2021
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Ingår i: Journal of Biological Education. - : Informa UK Limited. - 0021-9266 .- 2157-6009. ; 55:1, s. 31-44
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Tidskriftsartikel (refereegranskat)abstract
- In the twenty years since the first theory of ‘plant blindness’ was published much discussion has ensued concerning this phenomenon. More recent research, not only demonstrates that humans appear to favour animals over plants but also indicates a preference for mammals with forward-facing eyes. For this paper, we analysed answers to an online survey conducted with 202 student primary teachers in Sweden collected over a period of two years. We focus on two open-ended questions concerning favourite plant and animal choices and motivations for these choices. Our intention in this study was not to contrast animal vs. plant, but rather to further explore differential appreciation of plants and animals. Our findings suggest that there are large variations regarding relationships with plants and that affective connections with plant-life are translated through expressions of beauty, symbolic meaning, emotions (life-long) memories, colour, smell and size, and that similar characteristics seem to attract humans to animals. Our results – in line with arguments presented in recent studies – strongly suggest that in biological education and conservation contexts we should rely more intentionally on cultural and personal factors, utilise pre-existing experiencebased human-plant bonds, and in so doing reinforce human recognition and appreciation of plants.
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- Nyberg, Eva, 1958, et al.
(författare)
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Drawing attention to the 'green side of life'
- 2014
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Ingår i: Journal of Biological Education. - : Informa UK Limited. - 0021-9266 .- 2157-6009. ; 48:3, s. 142-153
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Tidskriftsartikel (refereegranskat)abstract
- The notion of plant-blindness, the inability of humans to notice plants in their environment, has been much examined. Similarly, plant scientists have criticised the seemingly zoocentric focus of a biological education, which appears to neglect plants. Furthermore, there are stark contrasts between the active plant behaviours evidenced in current research journals and their seemingly lacklustre counterparts in school curricula. By utilising a body of relevant literature and drawing on empirical data sets, the authors consider the ways in which affective experiences, through personal encounters, observations and guided explorations, can enhance students’ attention to the ‘green side of life’.
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- Nyberg, Eva, 1958, et al.
(författare)
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Plants to the fore: Noticing plants in designed environments
- 2019
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Ingår i: Plants, People, Planet. - : Wiley. - 2572-2611. ; 1:3, s. 212-220
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Tidskriftsartikel (refereegranskat)abstract
- Plants are not only essential for human health and well‐being, but are fundamental to life on Earth. Despite their central importance in sustaining life on this planet, many humans do not notice plants to the same extent as they do animals, a phenomenon described as “plant blindness”. Research indicates that multimodal and sensoric experiences might be significant tools for bringing about a shift away from plant blindness toward recognizing plants and their importance for life on Earth. This study seeks to explore the affordances of sensory‐rich indoor environments in two different settings; one where living animals are in the foreground (a science center), and one where living plants are in the fore (a greenhouse in a botanical garden). The participants in this study were elementary school student teachers. Data were collected through individual questionnaires that examined the student teachers' experiences visiting the two sites. The student teachers' answers are rich in aesthetic expressions, both regarding the animals and plants mentioned and regarding the environments studied. There is a dominance of animal references at the science center and a dominance of plant references from the botanical garden. In order for plants to be noticed in animal‐rich environments, they need to be foregrounded in the design of spaces and information about them clearly exposed to human view.
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- Nyberg, Eva, 1958, et al.
(författare)
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Swedish teachers’ and teacher students’ attitudes towards nature and environment – A survey of attitudes related to ecosystem services
- 2014
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Ingår i: NERA 2014 (Nordic Educational Research Association, 42nd Congress – Education for Sustainable Development), Lillehammer, Norway, 5-7 March, 2014.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim with the paper is to explore Swedish teachers’ and teacher students’ attitudes to nature and environment, related to ecosystem services and to problematize this concept in relation to sustainability. The concept of ecosystem services is a well known concept within environmental work both nationally and internationally (e.g. Constanza et al, 1997). Since 2011 it has also become an issue in the Swedish curriculum for science teaching in compulsory school and upper secondary school, as a way to deal with and develop students' understanding of and respect for nature. Teaching about ecosystem services is in this context, according to the Swedish Board of Education, meant to be one way to provide students with knowledge about nature, the environment and sustainable development. It is therefore of interest to study the attitudes teachers and becoming teachers hold concerning nature and also whether their attitudes reflect a holistic concern for nature, an utilitarian view, or both. Environmental attitudes are often categorized as being either ecocentric or anthropocentric and Munoz, Bogner, Clement and Carvalo (2009), use this categorization in their analysis of teachers’ conceptions of nature and environment. Bonnet (2002), however, argues that a sense of sustainability can be developed which is neither anthropocentric nor ecocentric. The data consists of results from a survey by way of a questionnaire containing 175 questions. The questionnaire was originally constructed within a European project called Biohead-Citizen project (Castéra & Clément, 2012), but was complemented with a number of questions used only in Sweden. This paper is based on 15 of the original questions and two of the questions specifically constructed for Sweden. The sample is in total 377 individuals, and drawn from both in-service teachers and teacher students. Preliminary analysis indicate that the teachers and the teacher students as a group have a rather ecocentric view. Further analysis will be made in order to investigate possible differences between the different categories of teachers and teacher students respectively. The authors conclude with a reflection and problematization regarding the concept of ecosystem services in relation to Education for Sustainable Development.
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- Sanders, Dawn, 1958, et al.
(författare)
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BEYOND PLANT BLINDNESS: SEEING THE IMPORTANCE OF PLANTS FOR A SUSTAINABLE WORLD-An Overview of Preliminary Findings
- 2020
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Ingår i: Botanic Gardens, People and Plants for a Sustainable World. Espírito-Santo, M.D., Soares, A.L. & Veloso, M. (eds). - Lisbon, Portugal : IsaPress.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Humans are becoming an urban species. Living in large cities can reduce intimate contact with the natural world thus placing greater emphasis on ‘presented nature’ settings, such as zoos, botanic gardens and natural history museums.Botanic gardens provide opportunities for aesthetic interactions with the plant world. However, previous research has demonstrated that ‘plant blindness’ can inhibit human perceptions of plants. Increased extinction levels mean the world can no longer afford our citizens to see ‘nothing’ when they look at plants, the basis of most life on earth.Despite a key educational role identified in the Global Strategy for Plant Conservation 2011–2020, botanic gardens,and allied settings, have received limited research attention. Given the critical role of plants in ecosystem resilience it is imperative to motivate teaching and learning that can move beyond ‘plant blindness’ towards experiences in which teachers and learners see the importance of plants for a sustainable world. Contemporary research sources suggest that multimodal and sensoric experiences in ‘presented nature’ settings might create shifts away from plant blindness towards reading the importance of plants. The paper presents an overview of preliminary key findings from a recently completed three-year interdisciplinary research study ‘Beyond Plant Blindness – seeing the importance of plants for a sustainable world’, funded by The Swedish Research Council (Dnr 2014-2013). The everyday life of a plant can appear to be static and silent to human perception. And yet, modern science tells us that plants live in complex, and often social, worlds. Removing plants from the human view makes it easier for us to exploit them but reduces our ability to see into their worlds; how might taking a different view improve our understanding and sensitivity to the lives of plants? In this paper we demonstrate the value of connecting with plants through sensory interactions with living specimens, artistic and scientific narratives and affirm the importance of visual methods of communication.Moreover, we show the power of memories and emotions in building personal connections between plants and people, and the strength of aesthetic reasons for connecting with a favourite plant, thus we provide possibilities for planning future visitor interactions with botanical collections.
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