Abstract
Many students within plant identification courses are disengaged owing to the heavy emphasis on rote memorization. We propose a shift of learning objectives in plant identification curricula from content knowledge to emphasize broader scientific competencies and applications, within the framework of interactive student-centered learning. Outlined in this chapter are sample activities and learning objectives aligned with disciplinary standards and methods to promote student interest and success. We present examples of student-centered activities such as student-led field presentation of plants, applying the process of science, and service-learning projects. We also present some platforms for introduction and review including interactive problem-solving and games, interdisciplinary and sensory connections, and online tools. These approaches can increase student responsibility, improve accessibility to information, facilitate long-term memorization, and diversify modes of instruction and assessment.
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Authors and Affiliations
Department of Biology, Frostburg State University, 101 Braddock Road, 21532, Frostburg, MD, USA
Sunshine L. Brosi BS (Environmental Studies), MS (Forestry), PhD (Natural Resources)
Department of Biology, Hollins University, Roanoke, VA, USA
Ryan D. Huish PhD Plant Biology, BS Botany
- Sunshine L. Brosi BS (Environmental Studies), MS (Forestry), PhD (Natural Resources)
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- Ryan D. Huish PhD Plant Biology, BS Botany
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Correspondence toSunshine L. Brosi BS (Environmental Studies), MS (Forestry), PhD (Natural Resources).
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Department of Dermatology and Center for the Study of Human Health, Emory University School of Medicine, Atlanta, Georgia, USA
Cassandra L. Quave
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Brosi, S., Huish, R. (2014). Aligning Plant Identification Curricula to Disciplinary Standards Through the Framework of Student-Centered Learning. In: Quave, C. (eds) Innovative Strategies for Teaching in the Plant Sciences. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-0422-8_6
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