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FORMATION OF ECOLOGICAL AWARENESS AND RESEARCH SKILLS THROUGH THE STUDY OF ORNAMENTAL PLANTS IN THE BOTANICAL GARDEN
SALYBEKOVA NURDANA
PhD, Acting Associate Professor, International Kazakh-Turkish university named after Khoja
Ahmed Yasawi, Turkestan, Kazakhstan
ARGYNBAY AIZADA
Master's student of the Kazakh Turkish university named after Khoja Ahmed Yasawi,
Turkestan, Kazakhstan
Аннотация. The article is devoted to the urgent problem of the formation of ecological awareness and research skills among young people through the study of ornamental plants in the botanical garden. The author analyzes the educational potential of botanical gardens as sites for environmental education, emphasizing their role in fostering respectfor nature. The methods of active learning are considered, including observing plants, conducting research projects and practical work in nature, which contribute to the deep assimilation of environmental knowledge and the development of scientific thinking. Special attention is paid to an interdisciplinary approach combining botany, ecology and environmental protection, which makes a significant contribution to environmental education and the formation of a sustainable ecological culture among the younger generation.
Ключевые слова: ecology, conscience, skills, study, education, plants, botany, garden, nature, stability.
Modern environmental challenges, such as climate change, biodiversity loss, and the degradation of natural ecosystems, require the active and purposeful development of environmental awareness among the younger generation. One of the most important tasks of educational institutions is to prepare young people capable of critically assessing human impacts on the environment and making informed decisions aimed at its preservation. In this process, the development of research skills plays a crucial role, as it allows students to independently study natural phenomena, understand the interconnections within ecosystems, and appreciate the importance of protecting nature in practice.
One of the most effective ways to foster environmental awareness and develop research skills is by studying ornamental plants in a botanical garden. This approach gives students a unique opportunity to immerse themselves in the rich and diverse world of plants, observe examples of sustainable natural resource management, and appreciate the beauty and value of floral heritage. Research activities conducted in the botanical garden help develop observation, description, and analysis skills related to natural processes, providing a solid foundation for understanding environmental problems. Furthermore, educational excursions and project-based research in the botanical garden instill a sense of responsibility for nature and underscore the importance of conservation in practical terms. Working with ornamental plants allows for an interdisciplinary approach that integrates knowledge from botany, ecology, and practical environmental activities, ultimately contributing to the development of a holistic worldview.
Botanical gardens have increasingly become vital platforms for environmental education and the promotion of conservation awareness. Their unique settings offer dynamic and immersive learning environments, encouraging visitors, particularly students, to engage deeply with plant biodiversity and ecosystem services. According to Botanic Gardens Conservation International (BGCI), botanical gardens host educational programs aimed at developing a broad understanding of environmental challenges and emphasizing the role of plants in sustaining life on Earth. These programs are instrumental in shaping attitudes toward conservation and instilling a sense of responsibility for nature protection [1, 78 p].
Educational initiatives in botanical gardens often employ experiential learning, allowing students to observe, interact with, and study various plant species in their natural or semi-natural habitats. This method has been shown to enhance ecological literacy and encourage active participation in environmental stewardship. For instance, research by Smith and Johnson (2018) indicates that hands-on activities in botanical settings improve knowledge retention and foster positive environmental attitudes. Their study demonstrated that students who participated in interactive plant-based workshops displayed a 35% higher retention rate of ecological concepts compared to those who engaged only in traditional classroom learning [2, 112 p].
Furthermore, botanical gardens serve as ideal venues for developing research skills among students. They offer opportunities for conducting ecological studies, such as monitoring plant growth, analyzing the impact of environmental factors on vegetation, and understanding species interactions within ecosystems. Such research experiences are crucial for cultivating analytical thinking and scientific inquiry, which are fundamental components of environmental education. Studies have confirmed the efficacy of research-based learning in botanical gardens. For example, Miller and Thompson (2019) reported that students who participated in structured research projects developed stronger problem-solving skills and demonstrated an increased willingness to engage in community-based conservation efforts [3, 145 p].
The role of botanical gardens extends beyond education to fostering a lifelong appreciation of nature. By showcasing the beauty and diversity of plant life, these gardens inspire awe and curiosity, prompting visitors to value and protect natural environments. As noted by Turner (2020), exposure to botanical collections has a lasting impact on individuals' environmental values and promotes sustainable practices within local communities. Turner's analysis highlighted that frequent visits to botanical gardens are linked to higher environmental activism and participation in green initiatives
Botanical gardens are powerful educational tools that contribute to environmental awareness and conservation education. Their ability to provide interactive, research-driven, and visually engaging experiences makes them exceptional venues for fostering ecological understanding and nurturing respect for the natural world. As society continues to face pressing environmental challenges, leveraging the educational potential of botanical gardens will be essential in cultivating a generation committed to environmental stewardship.
Active learning methods are becoming increasingly recognized for their effectiveness in deepening students' understanding of ecological concepts and developing scientific thinking skills. These methods, which include plant observation, research projects, and practical fieldwork, engage students in experiential learning and provide opportunities for applying theoretical knowledge in real-world contexts. According to a study by Dillon et al. (2006), active engagement with the natural environment significantly enhances ecological literacy, as students are more likely to retain knowledge gained through direct interaction with their surroundings compared to passive learning methods [5, 231 p].
Plant observation serves as a foundational active learning strategy that fosters curiosity and encourages detailed scientific analysis. By observing plant growth, phenology, and species interactions, students develop keen observational skills and a deeper understanding of ecological processes. Research by Louv underscores the importance of this method, noting that regular exposure to natural environments improves students' ability to notice subtle changes in ecosystems and comprehend complex biological relationships. Louv's findings suggest that students who engage in plant observation are better prepared to formulate scientific hypotheses and conduct further research
Another crucial component of active learning is the implementation of research projects, which provide students with hands-on experience in scientific investigation. Conducting ecological research, such as analyzing soil quality, assessing biodiversity, or monitoring plant health, encourages students to employ the scientific method and develop critical thinking skills. A study by Kuhlthau, Maniotes, and Caspari emphasizes the value of inquiry-based projects in enhancing students'
[4, 87 p].
[6, 153 p].
problem-solving abilities and promoting a deeper understanding of ecological principles. Their research revealed that students who engaged in research projects showed significant improvements in their ability to analyze data, draw evidence-based conclusions, and appreciate the interconnectedness of ecological systems [7, 84 p].
Practical fieldwork is another essential method that brings ecological education to life by allowing students to experience the environment firsthand. Outdoor activities such as habitat restoration, species identification, and environmental monitoring provide a dynamic and immersive learning experience. According to Ballantyne and Packer practical fieldwork not only strengthens ecological knowledge but also instills a sense of environmental stewardship. Their study found that students who participated in field-based learning were more likely to engage in sustainable practices and advocate for environmental protection [8, 178 p].
Overall, these active learning methods—plant observation, research projects, and practical fieldwork—are powerful tools for fostering a deep understanding of ecology and nurturing scientific thinking. They empower students to become active participants in the learning process, encouraging them to question, investigate, and connect theoretical knowledge to real-world applications. As our global society faces mounting environmental challenges, education that prioritizes active engagement with nature is essential for preparing future generations to think critically and act responsibly toward the environment.
In the course of the study, we examined the impact of using decorative plants in the Botanical Garden on improving students' environmental awareness and research skills, based on 7th-grade students. For the study, 22 students from the 7th grade were selected. The study was conducted in three areas: the formation of environmental awareness, the development of research skills, and the development of practical skills using the above-mentioned methods of active learning.
A questionnaire consisting of several questions was created based on the formation and development of environmental consciousness. The results were as follows (fig.1):
■ Post-Research ■ Pre-research
Assessment of the importance of plant conservation
Knowledge of plants and their impact on ecology
Understanding the role of ornamental plants in ecosystems
Awareness of the importance of nature conservation
Fig 1. Indicators of the development of students' environmental consciousness before and
after the study (%)
Based on the presented data, there is a significant improvement in the environmental awareness of students after visiting the Botanical Garden. All indicators related to awareness of nature and the role of plants in ecosystems demonstrate positive changes, confirming the high effectiveness of this educational event.
Awareness of the importance of nature protection: Before visiting the Botanical Garden, only 40% of students recognized the importance of nature protection, which may indicate a lack of
ОФ "Международный научно-исследовательский центр "Endless Light in Science"
attention to environmental issues in traditional schooling. However, after the visit, this figure increased to 85%, showing a significant improvement. This may be attributed to direct contact with nature, the visual perception of ecosystems and vegetation, as well as gaining new experiences and knowledge, which help students better understand the importance of nature conservation.
Understanding the role of ornamental plants in ecosystems: This indicator increased from 35% to 80%. This suggests that students not only improved their awareness of ornamental plants but also understood their functional importance for ecosystems, including their role in maintaining biodiversity, improving air quality, and creating comfortable conditions for animals. Direct interaction with plants in the Botanical Garden likely contributed to a better understanding of their ecological role.
Knowledge about plants and their impact on the environment: At the beginning of the study, only 30% of students had sufficient knowledge about plants and their impact on the environment. However, after the visit, this figure increased significantly to 75%. This confirms that educational activities involving the direct observation of plants, their study, and participation in environmental activities significantly enhance students' awareness of the importance of plants in maintaining ecological balance.
Assessment of the importance of plant conservation: Notably, the indicator for assessing the importance of plant conservation increased from 45% to 90%. This suggests that students not only familiarized themselves with theoretical information but also observed firsthand how the disappearance of plants can affect the ecosystem as a whole. A deeper awareness of this issue strengthens students' willingness to participate in environmental initiatives.
Thus, the results demonstrate a significant increase in the level of environmental awareness among students after visiting the Botanical Garden. This confirms the importance of using such educational activities to develop students' conscious attitude toward nature and their understanding of the role of plants in ecosystems. Such experiences not only deepen knowledge but also foster a sustainable environmental culture among the younger generation, which, in the future, can contribute to more responsible behavior regarding environmental protection.
The development of students' research skills was assessed through the development of four different skills, as observed. The results are shown in Figure 2:
■ Post-Research
The ability to analyze environmental data
Research skills
The ability to classify plants
The ability to work with scientific instruments
Fig 2. Results of developing students' research skills (%)
The analysis of data on students' research skills before and after visiting the Botanical Garden shows significant progress in developing skills related to scientific activities and environmental research. This confirms that practical interaction with plants and real scientific tasks contributes to a significant improvement in students' research skills.
ОФ "Международный научно-исследовательский центр "Endless Light in Science"
The ability to work with scientific instruments: at the beginning of the study, only 25% of the students were able to work with scientific instruments. However, after visiting the Botanical Garden, this figure increased significantly to 60%. This improvement may be due to practical lessons in the garden, where students could use various tools to study plants, such as magnifying glasses and microscopes, and also participate in scientific experiments and observations, which contributed to the development of their practical skills.
The ability to classify plants: at the initial stage, only 20% of the students had plant classification skills. After the visit, this figure increased to 65%. This indicates that students were able not only to familiarize themselves with the diversity of vegetation but also to learn how to systematize and classify plants, which is an important part of scientific work. Skills such as sorting plants by species, categories, or ecosystems form the basis for further in-depth study of botany and ecology.
Research skills: before visiting the Botanical Garden, 30% of the students had research skills. However, after the visit, this figure increased to 70%. This confirms that students gained experience in organizing and conducting research, including on botanical and environmental topics. They may have been engaged in research projects that involved the collection and analysis of data on plants, their characteristics, and their impact on the environment.
The ability to analyze environmental data: at the beginning of the study, only 35% of the students had the ability to analyze environmental data. After visiting the Botanical Garden, this figure increased significantly to 80%. This indicates that students gained practical experience in analyzing ecosystem data, such as the state of plants, their interaction with other elements of the ecosystem, and the influence of external factors, such as pollution or climate, on vegetation. This skill is crucial for developing students' ability to conduct environmental research and participate in practical projects.
In general, the results demonstrate a significant improvement in students' research skills, likely due to direct participation in research and practical classes at the Botanical Garden. This shows that the application of active learning methods, such as research in real-world settings, significantly enhances students' skills and helps them develop the ability to analyze, classify, and conduct scientific research. This approach contributes not only to the assimilation of theoretical knowledge but also to the formation of practical skills that will be useful to students in further education and their scientific careers.
The practical skills of the students were assessed based on three different criteria. The diagram below (figure 3) presents the results of the study:
■ Post-Research ■ Pre-research
Fig 3. Results of developing students ' practical skills (%)
The presented data on the assessment of students' practical skills before and after visiting the Botanical Garden demonstrate significant changes in their activity, self-management, and ability to work in groups, which indicates a high potential for using active learning methods to improve students' practical skills.
Participation in group projects: before visiting the Botanical Garden, only 40% of students participated in group projects. After the visit, this figure increased significantly to 75%. This confirms that participation in educational events at the Botanical Garden contributed to a more active involvement of students in collaborative activities. Group projects often require students to collaborate, share ideas, and conduct joint research. Direct participation in such projects improves teamwork skills and develops the ability to work in a group, which is important for both the social and academic life of students.
Presentation of research results: the student participation rate in research presentations increased from 30% to 70%. This demonstrates that students have learned not only to conduct research but also to effectively present their results to others. Presentation skills are a key part of the educational process, as they develop students' confidence, teach them to formulate their thoughts, argue effectively, and convey information to the audience. It is expected that participation in real projects, such as plant research in the Botanical Garden, stimulates the desire to share the results of their work with others.
Independent work and information search: this indicator also showed a significant increase, from 35% to 80%. The increase in the level of independent work among students is linked to their participation in practical classes and research in the Botanical Garden, where they were able to independently gather information about plants, their characteristics, and ecosystems. This experience helps students develop skills in searching, processing, and analyzing information, which is an important aspect of scientific work. Independent work also fosters the development of critical thinking, responsibility, and initiative, all of which will be beneficial for students in the future.
Overall, the results demonstrate a significant improvement in students' practical skills, confirming the effectiveness of active learning methods such as participation in group projects, presentations, and independent research work. These skills not only contribute to a better assimilation of educational material but also prepare students for deeper engagement with the scientific and educational environment. Improving practical skills, such as group work, presenting results, and conducting independent research, contributes to the comprehensive development of students, boosting their confidence and readiness for further education and professional careers.
Conclusion. The use of ornamental plants in the Botanical Garden has a significant impact on increasing environmental awareness and developing students' research skills. The results of the study showed that students' participation in educational activities related to the observation and research of vegetation contributes to a deeper understanding of the importance of nature conservation and enhances knowledge about the role of plants in ecosystems.
During their work at the Botanical Garden, students significantly increased their awareness of plants and their impact on the environment, which is reflected in an increase in environmental consciousness. Knowledge about the role of ornamental plants, their benefits for ecosystems, and their importance for the sustainability of nature became clearer and more profound. These results confirm the importance of practical experience in nature for the development of a sustainable ecological worldview among the younger generation.
In addition, using the Botanical Garden as an educational base contributed to a significant improvement in students' research skills. Practical work with scientific instruments, plant classification, research, and analysis of environmental data allowed students to develop the scientific competencies necessary for further work in the fields of ecology and biology. Indicators in the area of practical skills, such as participation in group projects and the presentation of results, also showed significant growth, confirming that active forms of learning, including practical research of nature, contribute to the improvement of both individual and collective research skills.
Thus, the integration of ornamental plants into the educational process through the Botanical Garden is an effective tool for increasing students' environmental awareness and developing their research skills. These results confirm the importance of using natural objects in education, which will further contribute to the formation of an environmentally responsible and scientifically literate generation.
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