Seeing the green cucumber: Reflections on variation theory and teaching plant identification

Abstract

Societal Impact Statement Overcoming ‘plant blindness’ is a critical goal for society and especially for education. In this article, we suggest variation theory can be a useful approach to plant identification training and evaluation in higher education contexts. We discuss an example from Swedish higher education in which we reflect on our teaching. We propose that the conscious use of variation theory may be useful in developing pedagogical tools and processes in the teaching of plant identification. Summary Given the importance of the ecological functions of plants and current extinction rates, overcoming ‘plant blindness’, the inability to notice plants in our environment, is a critical goal for society as a whole, and for education in particular. In response to this social challenge, we suggest that a theoretical approach to learning can be a useful lens through which plant identification training and evaluation in higher education contexts can be understood on a deeper level, informed by theoretical tools from the learning sciences. In this article, we discuss an example from Swedish higher education in which we reflect upon our teaching using the principles of the variation theory of learning, which emphasises the ability to discern different features or aspects of what is being learned. We also propose that a deliberate use of learning theories, especially variation theory, may be useful in developing pedagogical tools and processes in botanical education.

Keywords

• botanical education
• plant blindness
• plant identification
• teaching
• variation theory