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A descriptive qualitative case study documented two voluntary pre-service science teachers across semi-structured interviews, observations, and a prepared portfolio. The teachers labeled 124 plants from 14 species, focusing mainly on trees, and reported Pinaceae labeling as a key challenge despite daily exposure over two years. Practice-based outdoor work strengthened both knowledge and teaching confidence.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-the-preservice-teachers-work-to-label-the-plants-in-the-faculty-garden/593307/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-the-preservice-teachers-work-to-label-the-plants-in-the-faculty-garden/593307.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of this qualitative case study?","Question",{"text":112,"@type":113},"To examine pre-service science teachers’ confidence in outdoor instructional practice and their knowledge about plants they encounter daily.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected for this study?",{"text":117,"@type":113},"Through rounds of semi-structured interviews, observations, and the preparation of a portfolio documenting the activity.",{"name":119,"@type":110,"acceptedAnswer":120},"What activities did the two pre-service science teachers complete?",{"text":121,"@type":113},"They labeled 124 plants from 14 species in the faculty garden, focusing mostly on trees, including repeated exposure to plants associated with Pinaceae.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593307,1792112763,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Exploring the Preservice Teachers’ Work to Label the Plants in the Faculty Garden  \nBy Sibel Telli 􀀍  \nThis descriptive qualitative case study aims to find out the pre-service science teachers (PST)’ confidence about instructional practice in outdoor setting, their knowledge about the plants and it explores the two research questions: To what extent do the preservice science teachers have confidence to teach in the outdoor settings? (1) and What are the preservice teachers’ knowledge about the plants that they see on a daily basis? (2). To do this, it was reported the entire activity of two voluntary pre-service science teachers (PST)’ work to label the plants at the faculty garden. The data collection encompassed rounds of semi-structured interviews, observations and a portfolio was prepared. The protocol addressed preparation for the connection to everyday life, their General Biology Course and for their collaboration. Preservice science teachers labelled in total 124 plants from 14 species by focusing on mostly the trees. They reported that their main challenge is to label the family Pinaceae, although they have seen these plants almost daily for over two years. They reported that this practice-based instructional work atthe faculty garden enhances their knowledge and confidence to teach in the outdoor settings.  \nKeywords: biology education, outdoor learning environments, out-of-schoolteacher education, pre-service teacher education, science education  \nIntroduction  \nResearch reports the importance of biodiversity for ecological stability in many aspects (Arese Lucini, Morone, Tomassone & Makse, 2020; De Boeck,et al., 2018), just to name one of these, planting enhance the soil by improving the soil nutrient status, facilitating the enzyme activity and support the bacterial diversity which is important for the plants (Xu, et al., 2022). Unfortunately, contradictory to this, the sharp decline in biodiversity due to the environmental problems, climate change (Cardinale et al., 2012) and the human activities are reported as the related factors call forth the rapid extinction of species (Bowler et al., 2020; Shivanna, 2020) . Adding to this, research also reports that nearly 80% of our planet’s biodiversity remains to be discovered and named (Rao, 2022) while the term ‘biodiversity’ is still not precisely comprehended and not even heard by the most of the population (Hooykaas et al., 2019) .  \nAdditionally, scholars report that the biodiversity and plant-based knowledge have serious effects in the conservation of species (Adeleye, Haberle, Gallagher, Andrew & Herbert, 2023), positively correlate with the conservation of biodiversity  \n􀀍Associate Professor, Education Faculty, Çanakkale Onsekiz Mart University (COMU), Türkiye.  \nPreliminary analysis of this data partially presented in the International LUMAT Symposium: Research and Practice in Math, Science and Technology Education, Helsinki, May 22nd to 24th, 2017.  \nand understanding (Eylering, Neufeld, Kottmann, Holt & Fiebelkorn, 2023) . So, in this vulnerable and intertwined balance learning about the species is essential for their preservation and ecological stability. Adversely, generally societies suffer from the lack of plant knowledge even in the very close by environment which is describe as plant blindness (Wandersee & Schussler, 1999) and even the (subject) teachers are not exceptional (Dikmenli, 2010; Mercan & Köseoğlu, 2022; Tekin & Aslan, 2022) .  \nAlong this line, to allocate more time on education (Thomas, Ougham & Sanders, 2021) for biodiversity and species knowledge in the school curriculums (Frisch, Unwin & Saunders, 2010) and strength the teacher education programs across the educational levels (Kaasinen, 2019) could be one possible way to improve the current level of species literacy in the societies. However, researchers emphasize that pre and in service teacher education programs highly focus on formal settings with limited outdoor education. As a matter","cbCaibHi30peWTXr","https://ap.wps.com/l/cbCaibHi30peWTXr","pdf",423290,16,"English","# Introduction\n## Biodiversity and plant knowledge in education\n## Plant blindness and the need for species literacy\n## Outdoor learning and the theory-practice gap\n## Teacher identity, self-confidence, and field-trip outcomes","[{\"question\":\"What is the main purpose of this qualitative case study?\",\"answer\":\"To examine pre-service science teachers’ confidence in outdoor instructional practice and their knowledge about plants they encounter daily.\"},{\"question\":\"How was the data collected for this study?\",\"answer\":\"Through rounds of semi-structured interviews, observations, and the preparation of a portfolio documenting the activity.\"},{\"question\":\"What activities did the two pre-service science teachers complete?\",\"answer\":\"They labeled 124 plants from 14 species in the faculty garden, focusing mostly on trees, including repeated exposure to plants associated with Pinaceae.\"}]","Exploring the Preservice Teachers’ Work to Label the Plants in the Faculty Garden | PDF",1792077025]