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As formal education is increasingly valued among rural and Indigenous communities, a common assumption is that local ecological knowledge may simultaneously become devalued or lost. To solve this, several scholars point out that using ethnobotanical knowledge to teach science can be a great way to engage students and help them learn scientific concepts in a more meaningful way and develop a deeper appreciation for their local environment and culture. Through a school herbarium project in three rural schools in western Mexico, students developed different activities, experiments, and applied ethnobotanical tools in order to learn about plant science. A total of 39 wild edible species were collected by students, from which they obtained information about their local name, seasonality, preparations, where they could be found and uses other than food. As the students developed the different activities of the school herbarium project, they not only shared their prior knowledge but were also able to expand that knowledge with scientific information and value into their own ethnobotanical knowledge by learning in accordance with cultural context. The use of ethnobotany as a tool to teach science proved to be a good way not just to learn scientific concepts in a contextualized way but also to revitalize the local ethnobotanical knowledge.

The ability to name plants is part of one's theoretical botanical knowledge, which is neither static nor presented equally among all members of a cultural group. This article analyzes the intracultural variation of knowledge in the cultural domain of edible plant species among a rural population of western Mexico. We evaluate individuals' capacity to name plants, the salience of each plant, children's sources of this knowledge, and the socioeconomic factors that influence the amount of knowledge held. Freelists on local edible plant species were generated from 107 participants, including 37 children of middle childhood (MC), 27 preteens (PT), and 43 adults (A). A total of 102 species were mentioned across the lists for all three age groups. While each age and gender group presented variation in the species mentioned, a high level of overlap was found among the salient species. Group A mentioned twice the number of wild species as the PT and MC groups. Vertical knowledge transmission was more important for the children, and their ability to name the species differed significantly according to age, gender, and mother's occupation. Children with farmer-housewife mothers listed five more species on average than those with mothers in other occupational groups. The children listed fewer plants than adults, indicating differences between age groups and indicating the need for future studies to evaluate the factors that influence the transmission of knowledge amidst socioenvironmental changes.