ABSTRACT
The history of the rise and fall of the use of plant specimens in school science is complex. Currently, the role of plants in the received curriculum is frequently perceived as separate from animals, and is often focused on specific ‘plant topics’, a classic one being photosynthesis. However, in the ‘planned curriculum’ there are many opportunities for teachers to choose which living material to use and thus create a less zoo-centric focus. Balding and Williams suggest that “it is likely that both biological and cultural factors shape human-plant relationships”. In response to their suggestion, we believe that ‘plant blindness’ influences teacher choice in delivering the planned curriculum. In this chapter, we present ideas for a synoptic narrative model, in which plants can be mobilised as living organisms that bring together the seemingly disparate, and often quite abstract, narratives of secondary school biology. In so doing we will draw attention to the importance of ‘reading the story’ of biological concepts and argue the case for an education in which plants participate in broader biological arenas, examples of which include reproductive strategies and predator-prey relationships. In summary, we aim to ‘rewire’ plant-based teaching, to create didactic moves that assist teachers to make a conceptual shift from teaching about plants to teaching with plants. In presenting evidence for this approach, we will utilise international science education research, recent scientific studies and contemporary teaching resources.
