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Item Description Lau, Y Han en_US McClatchey, Will C en_US Reedy, David en_US Chock, Al Kealii en_US Bridges, KW en_US Ritchey, Zak en_US 2009-09-17T22:43:01Z en_US 2009-09-17T22:43:01Z en_US 2009 en_US
dc.identifier.citation Lau YH, McClatchey WC, Reedy D, Chock AK, Bridges KW, Ritchey Z. 2009. Are our students taxonomically challenged or not? Ethnobotany Research and Applications 7:029-037. en_US
dc.identifier.issn 1547-3465 en_US
dc.identifier.uri en_US
dc.description education en_US
dc.description.abstract A class exercise to introduce plant taxonomy to non-science majors was conducted as part of the botany segue (introduction to botanical sciences) of our introductory ethnobotany course at the University of Hawai`i in fall 2007. Students were given the opportunity to name and develop their own classification schemes for forty plant materials. This paper discusses the results of the class exercise. Binomials were used more often than monomials for plant names and the pattern was reversed for category names. Students used many adjectives and terms related to plant parts to name plants and categories. Of all the adjectives used, color and texture were used most often by students to name plants and categories respectively. In general, students were well aware of the different functional roles of plant and category names and illustrated this frequently by using binomials consisting of noun-adjective combinations to name plants and monomial nouns to name categories. en_US
dc.language.iso en-US en_US
dc.publisher University of Hawaii at Manoa en_US
dc.subject students en_US
dc.subject plant taxonomy en_US
dc.title Are Our Students Taxonomically Challenged or Not? en_US
dc.type Article en_US
dc.type.dcmi Text en_US

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