Phytosociological Research and Meaningful Learning: Constructivist Approaches for Teaching Vegetation

Abstract

Phytosociology reached its peak development during the 20th century, particularly after 1992 with the implementation of the EU Habitats Directive, which incorporated plant associations into habitat classifications. The objective of this study is to assess the diversity of Mediterranean grasslands using the phytosociological methodology, focusing specifically on the PBTs and BsHl associations. Although both types of grasslands are of interest for livestock farming, we emphasize those belonging to Poetea bulbosae (PbTs), which are included in the priority habitat 6220 and are of high value for sheep grazing. The results indicate that Vca-Vco = 0.390 for PBTs and 0.525 for BsHl, the latter due to the absence of companion species diversity in BsHl. A strong linear correlation was observed for both associations, with R2 > 0.8 for PbTs and R2 > 0.9 for BdHl. Given the importance of grassland diversity research, its teaching should be predominantly practical and conducted outside the classroom. To achieve this, an inquiry-based constructivist methodology is employed, which is particularly suitable for learning the phytosociological method, allowing students to take ownership of their learning process. The aim of this teaching approach is to expose students to field research methodologies, enhancing their scientific training. The results are highly positive, with a 100% success rate in students’ comprehension of the two grassland types after the teaching-learning process.

Keywords

• association
• grasslands
• diversity
• learning
• holistic
• botany