Botany in Secondary Education through the perspectives of students in Northeastern Brazil: What is happening?Abstract
Plant-related content has historically received less attention than animal-related topics in secondary education, contributing to the perception that botany is less relevant and, consequently, to lower levels of student engagement. This study investigated the perceptions of secondary school students enrolled in public schools in a municipality in Northeastern Brazil. Through interviews and qualitative analysis, we examined students’ affinities with biology, their experiences with botany classes, and the value attributed to prior knowledge. The findings revealed that botany was perceived as the least valued area within biology, with students frequently describing classes as overly theoretical, centered on memorization, and lacking practical activities. Among the positive aspects identified were opportunities for acquiring new knowledge and students’ suggestions for improving classroom practices. These findings reinforce the importance of renewing pedagogical approaches and incorporating students’ local ecological knowledge to make teaching more meaningful and engaging.
Keywords:
botany teaching; students’; perceptions; biology teaching; secondary school; dialogue between knowledge.
Resumo
Os conteúdos sobre plantas recebem menos atenção do que os conteúdos sobre animais no ensino médio, o que contribui para a percepção de que a botânica é menos relevante, e resulta em um engajamento limitado dos alunos. Este estudo investigou as percepções de estudantes do ensino médio em escolas públicas de um município do Nordeste do Brasil. Por meio de entrevistas e análise qualitativa, foram exploradas suas afinidades com a biologia, experiências com aulas de botânica e a valorização de conhecimentos prévios. Os resultados revelaram que a botânica foi a área menos valorizada na biologia, com relatos de aulas excessivamente teóricas, com foco na memorização e escassez de atividades práticas. Entre os aspectos positivos estão a aquisição de novos conhecimentos e sugestões de melhorias. Isso reforça a importância de atualização das práticas pedagógicas e de se integrar o conhecimento ecológico local dos estudantes, para tornar o ensino de botânica mais envolvente e significativo.
Palavras-chave:
ensino de botânica; percepção de estudantes; ensino de biologia; ensino médio; diálogo entre saberes.
Introduction
Secondary school students in Brazil are expected to develop specific biological knowledge and competencies that are essential to their educational and social development. Relating Biology content to everyday life enables students to understand the dynamism, complexity, and interconnectedness of natural systems (Brasil, 2002). Although Biology comprises a broad body of theoretical knowledge, certain areas tend to receive greater emphasis than others. Topics related to zoology and the human body, for instance, are generally more prominent in classroom instruction than botany (Abrie, 2016).
Botany has emerged as a particularly prominent area within Biology education research in recent years, largely due to persistent challenges associated with its teaching and learning processes (Chien et al., 2019; Kletečki et al., 2023; Moreira; Feitosa; Queiroz, 2019; Silva; Sousa; Ramos, 2024; Tamashiro et al., 2006). Central to this debate is the traditionally transmissive approach to botany teaching in secondary education, which often relies heavily on textbooks and on memorization of intricate concepts and scientific terminology. Such practices frequently contribute to students’ lack of interest in the subject (Kletečki et al., 2023; Uno, 2009). Additionally, textbooks may present botanical content with limited social and historical contextualization and few connections to practical applications (Ferreira; Duarte, 2025).
In response to these limitations, educators are discussing theoretical and practical tools to improve botany instruction (Chien et al., 2019). For example, incorporating horticulture practices into the curriculum may help make learning about plants more engaging (Kletečki et al., 2023), while the use of augmented reality has been explored as a means of enhancing the learning process (Chien et al., 2019). At the same time, more accessible classroom approaches, such as fostering intercultural dialogue, can strengthen the relationship between scientific botanical knowledge and students’ prior understandings (Baptista; El-Hani, 2009). These approaches can enrich students' learning experience and contribute to a more inclusive educational environment (Barbosa; Silva; Ramos, 2021; Silva; Ramos, 2023).
Using methods that connect classroom content to real-life applications makes scientific knowledge more accessible and enjoyable for students (Macanha; Moreira; Chedier, 2024; Nascimento et al., 2020; Sousa; Sudério, 2023). In this sense, the incorporation of such strategies is essential in botany education. The density of botanical content, combined with repetitive classroom practices, often makes the subject less appealing for students, especially when they are unable to perceive its relevance to their personal development (Elster, 2007; Uno, 2009).
Promoting dialogue among different forms of knowledge within teaching practices can contribute to a critically oriented social education for students. In botany teaching, this perspective enables students to perceive the subject as connected to their own realities by relating scientific knowledge to their lived experiences (Baptista; El-Hani, 2009). To achieve this, it is essential to adopt didactic and pedagogical strategies that take into account students’ prior knowledge, including understandings shaped by everyday experience, schooling, and the media (Ausubel; Novak; Hanesian, 1978).
Several authors have investigated teachers’ perceptions of botany education and identified recurring challenges related to teaching methods and students’ interest in botany classes (for example, Bobo-Pinilla et al., 2024; Kletečki et al., 2023; Santos; Macedo; Chagas, 2018). In the 1990s, Hershey (1993) addressed this topic by drawing attention to the longstanding marginalization of botany within biology teacher education programs. Even at that time, this was not a new concern, but rather a persistent problem that had already been documented since the early twentieth century. The limited presence of botanical content in biology training may lead individuals to regard plants as less important than animals, or even to perceive them as nonliving beings. This ultimately discourages the teaching of plant-related topics. Such phenomenon affects both secondary school students and teachers, reducing their engagement with botanical subjects (Bobo-Pinilla et al., 2024). This issue became known as “plant blindness” (Wandersee; Schussler, 1999) and has more recently been reconceptualized as “plant awareness disparity” (Parsley, 2020) and “plant unawareness” (Ursi; Salatino, 2022). In this study, we adopt the term “plant unawareness”, following the recommendation of Ursi and Salatino (2022).
This issue is not limited to a specific context and has been reported in various countries. For instance, Kletečki et al. (2023) discovered that while Croatian teachers had a positive attitude towards botany, plant-related topics were often overlooked during training. In Brazil, deficiencies in both initial and ongoing teacher training have resulted in a limited familiarity with botanical concepts (Santos; Macedo; Chagas, 2018). Consequently, educators face challenges in incorporating students' everyday knowledge of plants into the classroom (Barbosa; Silva; Ramos, 2021; Bobo-Pinilla et al., 2024; Santos; Macedo; Chagas, 2018). Overall, contemporary teacher education must extend beyond mere content knowledge and knowledge transmission (Silva; Soares; Valle, 2021). Teachers in this dynamic learning environment are expected to collaborate with students to co-create new understandings using the diverse forms of knowledge available in the school setting.
In recent years, the Brazilian secondary school curriculum has changed, and biology has lost ground. Such changes may have implications for botany teaching, further reducing interest in the subject. To better understand the current state of botany education in Brazilian public schools, this study investigated botany classes from students' perspective. Specifically, we analyzed the extent to which students’ prior knowledge is recognized and whether meaningful exchanges occur among different forms of knowledge during botany classes. Guided by this, the study addresses the following questions: (a) What are secondary school students’ affinities with biology and its contents? (b) What are secondary school students’ conceptions of botany classes?
Methods
This study employs a qualitative research method. As Minayo and Sanches (1993, p. 244, our translation) state, the “qualitative approach creates a fundamental and intimate approximation between subject and object”. Consequently, this method facilitates analysis of students’ knowledge, perspectives, and experiences related to the subject of this investigation.
The study was conducted in Nazaré da Mata, a municipality located in the Atlantic Forest region of the state of Pernambuco, Northeastern Brazil (figure 1). The municipality has an estimated population of 32,471 inhabitants (IBGE, 2023). In the educational context, Nazaré da Mata recorded a Basic Education Development Index score of 4.8 in 2021 and a school enrollment rate of 96.1% among children aged 6 to 14 years (IBGE, 2023). The municipality currently has twelve public schools, administered at either the state or municipal level; however, only four offer secondary education.
The purpose of the study was to evaluate students’ understanding of botanical concepts typically covered in the second year of the secondary school Biology curriculum. To this end, four public schools that met the criteria established for participation were initially selected. However, after visits were made to each school to present the objectives of the research and invite Biology teachers to participate, one school declined to take part due to work overload, which made it impossible to allocate time for the study within Biology classes. A total of 241 students participated in this research, corresponding to 76% of all students enrolled in the second year of secondary education in the municipality of Nazaré da Mata. For ethical reasons, students are identified throughout the study by the letter S followed by a number, ranging from S1 to S241.
Regarding the profile of the participating students, 128 (53%) identified as female, 108 (45%) as male, and 5 (2%) preferred not to answer. Participants ranged in age from 15 to 21 years old. As for their place of residence, 218 (90%) reported living in urban areas, while 23 (10%) lived in rural areas.
To collect data on students’ conceptions of botany teaching, we conducted interviews that began with broader questions concerning their affinities with different areas of Biology. As the interviews progressed, more specific questions were introduced regarding their understanding of botany and the dialogue between different forms of knowledge. The questionnaire is presented in chart 1.
After data collection, the interviews were transcribed and organized into a Microsoft Excel database, followed by qualitative analysis using the content analysis technique proposed by Elo and Kyngäs (2008). The analysis was conducted manually by a single researcher and developed in three stages: (1) preparation, involving familiarization with the data and the definition of units of analysis; (2) organization, consisting of open coding, categorization, and abstraction of the data; and (3) reporting, which involved describing the categories and presenting representative excerpts from the interviews.
An inductive approach was adopted, allowing categories to emerge directly from the data associated with each question and enabling the interpretation of both individual and collective conceptions regarding botany teaching. Qualitative analysis was selected because it made it possible to better understand the realities of local classrooms and to examine the particularities of each student’s perspective (Baptista; El-Hani, 2009).
Results and discussions
The students’ conceptions of the subject of biology
Most students (81%) reported that they enjoyed Biology classes. When students feel an affinity with a particular subject, they tend to be more motivated to study it, which may positively influence their academic performance. This tendency is especially evident when students engage with topics that arouse their interest and that relate to contexts familiar to them. These findings reinforce the importance of teaching practices connected to students’ lived realities, thereby contributing to more meaningful learning experiences (Santos et al., 2011).
The main reasons students associated with their affinity for Biology were its relationship to everyday life and its focus on the study of living organisms (figure 2).
Reasons for the affinity with biology, as stated by students in public secondary schools in Nazaré da Mata, Pernambuco, Brazil
Among the students who reported finding Biology important and interesting (34%), the most frequently cited reason was the perception that the subject is closely connected to everyday life. As one student stated, Biology is something they “encounter in their daily lives” (S6), while another emphasized that “it is in the trees, animals and everything on Earth” (S32). These responses suggest that students attribute importance to Biology because they recognize its presence in their lived experiences. When students are able to relate scientific knowledge to their own realities, learning tends to become more meaningful, which may foster greater interest and understanding. Conversely, the main reason reported by students who disliked Biology was a lack of identification with the subject (11.6%).
Within the different areas of Biology, Zoology was identified as the students’ preferred topic (25%), followed by Human Physiology (19%), Evolution (16%), and Botany (13%). In contrast, Botany stood out as the least preferred subject (43%), followed by microbiology (13%) (figure 3).
Biology areas students reported having or not having affinity with in Nazaré da Mata, Pernambuco, Brazil
Students demonstrated a marked preference for Zoology, likely because it focuses on scientific content related to animals. This affinity may be associated with humans’ evolutionary history and with the close relationships established with other animal species, particularly those considered charismatic. In addition, many animal species have historically been domesticated and incorporated into different aspects of human life (Profice, 2018). At the same time, a lower level of affinity with Botany was evident among the students. Although plants are perceived as a fundamental part of the landscape (Sousa; Silva; Ramos, 2021), human relationships with them are often more indirect. One of the challenges in making Botany teaching more engaging lies precisely in encouraging students to perceive plants not merely as a green backdrop, but as living organisms (Pany et al., 2022). The relative lack of movement and visible dynamism in these beings may contribute to lower levels of interest among young people when compared to animals. Therefore, the use of contextualized teaching approaches that encourage students to recognize the importance of plants in their own lives may contribute to greater engagement with botanical content. Activities involving medicinal plants familiar to students, for example, can strengthen interest in botany topics (Melo et al., 2019). Likewise, school gardens may support learning related to plant morphology, cultivation practices, biodiversity, and ecological functions (Macanha; Moreira; Chedier, 2024).
The prevalence of purely traditional teaching methodologies, which detach content from students’ realities, contributes to a distorted perception of Botany. This can lead students to dislike the subject, as they may believe that not everyone can grasp it. As a result, they may find other areas, such as zoology, more enjoyable (Malafaia; Bárbara; Rodrigues, 2010). In the present study, some students exhibited a lack of interest in Botany through statements such as: “Why should I learn this? It will not do me any good” (S176), “I do not care about this class, I never learn anything useful” (S198). These responses suggest that Botany is perceived by some students as disconnected from everyday life and lacking practical relevance. These misconceptions lead students to view botanical knowledge as limited to the memorization of terms and concepts, without a meaningful understanding of its applications. In this regard, students must experience the subject as a process of understanding and inquiry, rather than as the passive memorization of isolated information (Lampert et al., 2020).
Therefore, it is essential to promote pedagogical approaches that challenge traditional teaching paradigms and emphasize contextualized and applicable forms of botany instruction. Such approaches may stimulate students’ interest in the subject, thereby promoting learning and improving comprehension of botanical content.
The students’ conceptions of botany lessons
The students’ perceptions of botany classes were generally positive. Among the responses, 40% emphasized the importance or relevance of the classes, while 24% described them as enjoyable or pleasant experiences (figure 4).
Students’ conceptions of botany lessons in public secondary schools in Nazaré da Mata, Pernambuco, Brazil
At this point, it is important to consider that students’ responses may have been influenced not only by the content of the subject itself, but also by the relationship and rapport established with the Biology teacher responsible for the classes. Some students appeared reluctant to express criticism or presented views that differed from those expressed in previous questions, possibly because they associated criticism of botany classes with criticism of the teacher or of their teaching practices.
Nevertheless, categories C4, C5, and C6 reflected negative assessments of botany classes and together accounted for 12.4% of the responses. Nunes et al. (2019) observed that many teachers face difficulties when teaching plant-related content and often resort to the traditional model when addressing this issue. This model emphasizes theoretical exposition, in which students play the role of passive listeners rather than actively participating in the construction of knowledge. Teaching from this perspective instills in students a preconceived notion that Botany holds limited importance within students’ broader educational development. This issue has long been documented in the field of botany education. Since the early twentieth century, studies have highlighted deficiencies in the teaching of plant-related topics in Biology, as well as a lower level of interest in plants compared to animals (Hershey, 1993).
Some of the students’ justifications appear to reflect inadequate teacher training and limited time allocated for Botany instruction, as exemplified by statements such as: “I have never had botany lessons, I just know it is about plants” (S21); “If I did have botany lessons I do not remember” (S74); “I already know about plants, I don’t need to study” (S153); “I do not even think the teacher knows what botany is for, that is why she did not take long talking about plants” (S198). The deficit in teacher preparation may stem from many initial training courses that prioritize the transmission of botany content in a fragmented manner or in a way that holds little significance for teaching practice (Silva; Sousa; Ramos, 2024). This contributes to the lack of interest among students who may later become Biology teachers themselves. Students often perceive Botany as difficult to learn, which can lead to a loss of interest in plants (Uno, 2009). The apparent lack of interest in plants may be due to unawareness (Ursi; Salatino, 2022). This phenomenon can affect individuals across different age groups and may shape attitudes toward nature, contributing to a lack of recognition of the importance of plants to the environment and human life (Kubiatko; Fančovičová; Prokop, 2021; Wandersee; Schussler, 1999).
Thus, the limited emphasis placed on botanical awareness in educational contexts may help explain why relatively little time is devoted to Botany in Brazilian secondary schools. Currently, there are only two lessons a week allocated to teach the extensive content of biology, whereas subjects like Portuguese Language and Mathematics each have six. Consequently, many teachers prioritize content they deem most important or easier for students to learn. Therefore, it is crucial to rethink how we approach botany classes in primary education to change the current scenario we have presented here. Many initial reforms, such as making botanic lessons more practical, are within reach for teachers and require only their own initiative (Kletečki et al., 2023). This scenario can begin to change during teacher training, by developing skills and encouraging future educators to use diverse didactic tools, such as building compost bins, creating a local plant encyclopedia, and conducting activities beyond the classroom that explore surrounding landscapes and their ecological components (Jesus et al., 2024).
The acquisition of new knowledge was the most frequently mentioned positive aspect of botany lessons, cited by many students (78%) (figure 5). In this regard, it is important to emphasize that learning depends on the interrelationship among different forms of knowledge. Learning does not consist merely of the transmission of fragmented information disconnected from broader contexts. Rather, it involves the reactivation of previously retained knowledge and the construction of understandings that enable students to engage with systematized forms of knowledge. Therefore, knowledge emerges from the interaction between subject and object, depending on both simultaneously (Piaget, 1973).
Positive aspects of botany lessons as reported by students from public secondary in Nazaré da Mata, Pernambuco, Brazil
The most frequently reported negative aspects of botany lessons were the absence of practical activities (36.9%) and the emphasis on memorization (33.2%) (figure 6).
Negative aspects of botany lessons as reported by students from public secondary schools in Nazaré da Mata, Pernambuco, Brazil
Based on the responses grouped in category C1, practical activities appear to be essential for improving the teaching and learning processes in Botany. The absence of such activities constitutes a significant obstacle to both the teaching and the understanding of botanical content. Indeed, practical experiences serve as catalysts for learning, as they enable students to bridge theoretical concepts with everyday realities, establishing a vital link between theory and practice (Oliveira et al., 2025). This symbiotic relationship significantly enhances scientific education. Another key issue identified in category C2 concerns the repetitive memorization of concepts and terminology without meaningful understanding, reflecting a traditional and completely mechanical teaching method. The direct transmission of concepts in isolation often proves ineffective, as it may result only in verbal repetition without genuine comprehension or application of knowledge (Vygotski, 1978).
The responses classified in C5 also reveal misconceptions and limited knowledge about plants: “They are all harmful” (S32), “Plants are bad for humans” (S187), and “Plants transmit diseases, they are harmful” (S202). Although some plant species are indeed toxic, the students’ comments generalize this characteristic to all plants, despite the fact that most plant species in our flora are not harmful. It is concerning that some second-year secondary school students think that “all plants are bad for you” (S208), since such misconceptions may create barriers to learning in Botany. When individuals possess limited knowledge about plants, they may perceive them as less important than other living beings (Pany et al., 2022). This perception may also contribute to fear or distrust toward the unknown.
The inclusion of practical components was widely suggested by students as a way to make botany classes more engaging, with 88% of respondents citing this aspect (figure 7).
Suggestions for improving botany lessons as reported by students from public secondary schools in Nazaré da Mata, Pernambuco, Brazil
By employing this methodology, the teacher imparts botanical knowledge in a way that is more integrated into the students' reality, thus dismantling the notion that learning botany is uninteresting. Teachers must regularly practice the art of transforming information into engaging lessons. In the study of the Plant Kingdom, for example, interactive activities may help counter the misconception that plants are dull and unresponsive (Kletečki et al., 2023). Furthermore, when teachers incorporate plant materials into the classroom, students are exposed to concrete examples within the context of theoretical discussions (Uno, 2009), potentially leading to a better understanding of botanical scientific terminology.
The responses provided by students in C2 reflect their perception of the importance of teachers’ preparation in advance when planning their lessons. Lesson planning guides pedagogical actions in the classroom and supports the progression of the teaching and learning process. If teachers are unprepared to teach botany content, it may result in a lack of interest among students, who need to comprehend the material. This is also linked to methodologies, as suggested in C3, where students acknowledge the necessity of employing new methodologies to enhance botany lessons. Neri and Arouche-Lima (2025) suggested teaching tools to integrate scientific knowledge and formation with practical methodologies, such as orchards, to address curriculum content and increase the teaching-learning process.
Regarding category C6, the responses suggest that fostering dialogue among different forms of knowledge could improve botany classes, since knowledge is not produced exclusively through the teacher’s transmission of content. From a constructivist perspective, knowledge should be understood as something that also emerges from students’ own conceptions, rather than solely from textbooks (Lampert et al., 2019). Dialogue is essential, as botanical knowledge encompasses cognitive, conceptual, historical, epistemological, political, and educational dimensions. Consequently, botany teaching should value and incorporate local knowledge while establishing connections with scientific understandings.
Despite this, the majority of students (66%) reported that their knowledge about plants was not valued during botany lessons, often attributing this perception to their own lack of subject knowledge (figure 8). It is important for students to recognize the extent of their prior knowledge about plants and understand that they possess relevant awareness. This understanding could contribute to the construction and/or improvement of new knowledge, thereby strengthening learning processes in Botany and in other areas as well.
Appreciation of students’ knowledge about plants and their justifications in public secondary schools in Nazaré da Mata, Pernambuco, Brazil
As stated in category C3, all knowledge must be considered. Local knowledge is closely linked to students’ experiences and lived realities and does not necessarily depend on empirical validation. Scientific knowledge, in contrast, relies on verifiable evidence. Dialogue between these knowledge systems may facilitate the construction and strengthening of new understandings based on students’ existing cognitive frameworks.
The responses grouped in category C4 indicate that students possess accumulated knowledge within their cognitive structures that can be mobilized in botany classes and shared with both teachers and classmates. Situations such as these may encourage meaningful classroom discussions, as illustrated in category C5. Such dialogical environments contribute to valuing the knowledge students bring from their own experiences while also fostering interaction between scientific and local knowledge systems, moving beyond traditional unidirectional teaching approaches. Within these discussions, different perspectives on knowledge can be explored, with the teacher acting as a mediator of the learning process.
While valuing students’ knowledge is essential, it is equally important to guide and expand their understandings without discrediting their contributions. Otherwise, students may feel intimidated, which can discourage classroom participation and limit opportunities for the construction of new knowledge. In this sense, investing in the improvement of botany education becomes fundamental, and schools should function as spaces that promote dialogue among diverse forms of knowledge. Students bring everyday, common-sense understandings into the classroom, and educational practices should support them in moving beyond these initial levels of comprehension (Freire; Horton, 2003).
Conclusions
Our findings provide important insights into the teaching and learning of Botany in secondary education, particularly regarding students’ affinities with Biology and their conceptions of botany classes. Although most students expressed a general interest in Biology, they tended to connect more strongly with Zoology, while Botany often emerged as the subject they felt least engaged with. Botany classes were often described as abstract, overly theoretical, and not relevant to daily life. However, students responded more positively when classes incorporated hands-on activities, included familiar plant species, or offered opportunities to connect content with their personal experiences. These findings highlight the importance of integrating students’ prior knowledge and lived contexts into classroom practices.
The results also underscore the need to improve the planning, delivery, and overall approach adopted in botany teaching. The study suggests that plant-related content continues to reproduce historical patterns of marginalization, both in terms of curricular emphasis and classroom presentation. This trend is partly rooted in the historical structure of Biology teacher training programs, which continue to influence educators’ pedagogical approaches. Furthermore, the possible evolutionary dimensions underlying human relationships with plants deserve further investigation. Addressing these factors is essential for overcoming entrenched forms of plant unawareness and for strengthening recognition of the importance of plants to both human life and ecosystems.
Ethical statement
This research was approved by the Ethics in Research Committee at the University of Pernambuco (UPE) under the CAEE number 98683618.5.0000.5207. Before data collection, the participants over the age of 18 or their legal guardians signed the informed consent form, stating that they were aware of the research, the confidentiality, and the anonymity that would be guaranteed to the participants, and their compliance with the measures required by the Brazilian National Health Council, as outlined in resolution No. 510/2016.
Data Availability Statement
The research data are included within the body of the manuscript.
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Editor:https://orcid.org/0000-0002-5018-3621 Roberto Nardi
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