Plant Knowledge in Children Who Inhabit Diverse Socio-Ecological Environments in Northwestern Patagonia

Bibliographic Data

ID2611088
AuthorsCecilia Eyssartier (Universidad Nacional de La Plata, corresponding author), Laura Margutti (Universidad Nacional de La Plata, corresponding author), Mariana Lozada (0000-0003-0391-5479, National University of Comahue, corresponding author)
Year2017
Volume37
Issue1
Pages81-96
Publication date2017-03-01
Open AccessYes
TypeARTICLE
VenueJournal of Ethnobiology (JOURNAL)
Journal identifiersISSN: 0278-0771 • E-ISSN: 2162-4496
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.2993/0278-0771-37.1.81
OpenAlexW2604595521
LanguageEN
Citations received5
References cited39

In this study, we analyzed plant knowledge in children living in three environments of northwestern Patagonia. Given the differential socio-ecological circumstances of children's lifestyles that condition their daily activities and perception-action patterns, we hypothesize that their plant knowledge will differ according to their socio-ecological environments. We conducted semi-structured interviews, in which children were asked to mention which plants they knew, what they used them for, how and where they had learned about plants, and whether they gathered or cultivated plants. We interviewed 73 children who were 11 to 12 years old from urban, semi-urban, and rural contexts. Our results showed similarities in the plant knowledge of children inhabiting the same type of socio-cultural environment. Children from rural habitats mentioned a greater diversity of plants, more native species, more plants for medicinal and edible use, and more trees and herbs than children from semi-urban and urban areas. Additionally, children from semi-urban schools cited higher plant richness and more native species, medicinal uses, and life forms than children from urban areas. Most of the plants named by all children were edible species, followed by medicinal, and then ornamental; they also cited more exotic than native plants. Most children referred to species used in their daily lives, suggesting the importance of embodied experience in relation to plant knowledge. The present study showed differential patterns of plant knowledge in children inhabiting distinct environmental contexts, indicating how experience promotes diverse cognitive abilities related to children's connection with plants

Biology · Geography · Habitat · Introduced species · Native plant · Perception · Plant species · Sociology · Species richness · Animal and Plant Science Education · Environmental Education and Sustainability · Urban Green Space and Health · Ecology

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