Building a model of the environment: How do children see plants?

In order to name and classify a plant they see, children use their existing mental models to provide the plant with a name and classification. In this study pupils of a range of ages (5, 8, 10, and 14 years old) were presente d with preserved specimens of six different plants (strictly, five plants a nd a fungus) and asked a series of questions about them. Their responses in dicate that pupils of all ages mainly recognise and use anatomical features when naming the plants and explaining why they are what they are. However, older pupils are more likely to also use habitat features. For both girls and boys, the home and direct observation are more important sources of kno wledge than school, TV, videos, CD-Roms, or books, although TV, videos, CD- Roms, and books seem more important for boys than for girls. As pupils age, their reasons for grouping plants become more complicated: in addition to relying on shared anatomical and habitat features, they begin to show evide nce of a knowledge of taxonomy and use this knowledge to group plants.