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Field-Based Practicum (FBP) about Pterydophyta diversity material in Low plant botany learning is very important, even though the facts in the field show that FBP is still minimally carried out. This research aims to utilize the potential diversity of Pterydophyta in the Tuban-Lamongan Pantura area as a support for FBP about low plant botany learning. The type of research is descriptive exploratory with a transect method, which divides the research area into five plots. Data collection techniques involve observing abiotic parameters and fern morphology in each plot and counting the number of individuals of each species. Data analysis used the Shannon & Wiener index for diversity and qualitative descriptive analysis for morphology. The research results showed 19 species of ferns with 210 individuals divided into two classes, namely Polypodiopsida and Psyotopsida. The fern diversity index is in the medium category (H´=2.10). The diversity of ferns obtained shows that the Tuban-Lamongan Pantura area has a high potential to support FBP about low plant botany learning to provide insight and direct experience to students about the diversity of ferns in the surrounding environment.

This paper describes the master course design process at the largest institution of higher education in Colorado, USA. The master course design process demonstrated principles of backwards design and employed a team-based approach to course development. The course map was the primary vehicle for communicating the design of the course during development and later for accountability. This case study presented the redesign of General College Botany. The General College Botany curriculum employed authentic assessment and provided an andragogical learning environment. The central authentic assessment in the course was a term-long research project. Other assignments included wiki-building discussions, traditional quizzes, and at-home labs. The accounting of this process and the assignments described for an online science course provide a template for other institutions to follow when considering the implementation of master courses in higher education settings. As botanical curricula continue to be cut from degree programs and the need for remote learning becomes imminent in the modern world, the scaling of educational resources is facilitated by master course design. Master course design promotes accountability and standardization while also affording a well-researched, constructive, and blended learning environment. Evaluative results showed that the master course increased student success and retention in the course.

In times of increasing interest in plants, a major challenge lies in effectively communicating the essence of Botany: What exactly does it encompass? Who are botanists? And how do botanical gardens differ from other types of gardens? To address these questions, refined definitions that account for the blurred boundaries between the fields of Botany, Agronomy, and Medicine are proposed. By representing these three disciplines in a ternary plot, I suggest defining Botany as a biological discipline where studies have a predominant (> 50%) component of basic plant science—this area is referred to here as the ‘Triangle of Botany’. In this context, a botanist can be defined as a professional or scientist whose primary research focus is on basic research related to plant organisms. A botanical garden, therefore, is a space dedicated to the cultivation, conservation, study, and display of plants, based primarily on scientific principles grounded in basic research. The overlap between disciplines contributes to the communication difficulties in clearly defining what botanists do, especially when compared to professionals such as agronomists or doctors. The lack of distinct boundaries between these fields can lead the general public to misinterpret Botany and its practitioners. As a result, people may seek advice from “experts” who may not necessarily have a strong foundation in Botany. Similarly, botanical gardens are often perceived by the public as merely aesthetic spaces, akin to vegetable gardens or parks, rather than as scientifically-driven institutions. Disseminating refined definitions could help bridge the gap in public understanding of the role of Botany, fostering a clearer appreciation of this essential scientific field.

This article examines how students' botanical knowledge and interest in plants can be increased in order to counteract "plant blindness", which is a phenomenon describing the lack of people's awareness of plants. Since recent studies point to a continuous decline of students' interest in biology, especially in botany, during secondary education, a workshop on pollination and floral ecology has been designed. 100 students (N=100) from five different schools took part in the workshop. By means of a pre- as well as a post-test and a questionnaire directly after the workshop, data regarding the students' interest, knowledge and intrinsic motivation has been collected. Results show that the workshop has a positive impact on the students' interest in the pollination and floral ecology. Additionally, the findings indicate that the workshop leads to an increased botanical knowledge as well as development of intrinsic motivation.

It is critical to develop students' science communication skills as they progress through their education. One way this goal can be accomplished is by integrating Flip into educational programs. Through Flip educators create prompts that students respond to in video form, which leads to deeper discussion on various topics. This brief will share an example of how Flip was used with high school students spending time at a botanical garden to not only promote science communication skills but to help engage them with plant life. In this activity students assume the role of "educator" by becoming an expert on a specific plant species and recording a video introducing others to that organism.

Societal Impact Statement It is important to recognize how our current understanding of plants has been shaped by diverse cultural contexts, as this underscores the importance of valuing and incorporating contributions from all knowledge systems in scientific pursuits. This approach emphasizes the ongoing bias, including within scientific practices, and the necessity of discussing problematic histories within spaces of learning. It is crucial to acknowledge and address biases, even within scientific endeavors. Doing so fosters a more inclusive and equitable scientific community. This article, while not comprehensive, serves as a starting point for conversation and an introduction to current work on these topics. Summary In response to a global dialog about systemic racism, ongoing inequalities, appeals to decolonize science, and the many recent calls for diversity, equity, accessibility, and inclusion, we draw on the narratives of plants to revisit the history of botany. Our goal is to uncover how exclusionary practices have functioned in the past and persist today. We also explore the numerous opportunities and challenges that arise in the era of information as we strive to establish a more inclusive field of botany. This approach recognizes and honors the contributions of historically marginalized groups, such as Black and Indigenous communities. We hope that this article can serve as a catalyst for raising awareness, fostering contemplation, and driving action toward a more equitable and just scientific community.

Abstract Mentha haplocalyx Briq. (M. haplocalyx), a notable member of the Lamiaceae family, occupies a significant role in the realm of health foods and botanical medicines. Traditionally, it has been employed to address various diseases, including colds, coughs, fever, indigestion, asthma, and influenza. Recent phytochemical investigations have identified the presence of terpenoids, flavonoids, phenolic acids, anthraquinones, alkanes, and polysaccharides in M. haplocalyx, with terpenoids being the primary bioactive constituents. Notably, both in vitro and in vivo studies have demonstrated its diverse health benefits, such as neuroprotective, anti-asthmatic, anti-inflammatory, gut health improvement, hypoglycemic, anti-aging, anti-bacterial, and antioxidant effects. Additionally, M. haplocalyx is a rich source of carbohydrates, dietary fiber, amino acids, minerals, and vitamins, further underscoring its nutritional value. A thorough literature review was conducted using databases like PubMed, Google Scholar, Web of Science, and China National Knowledge Infrastructure (CNKI) to consolidate existing knowledge on M. haplocalyx. This review synthesizes recent advancements in the botany, traditional uses, nutritional value, phytochemistry, health benefits, and research on the edible uses of M. haplocalyx. Furthermore, the commercial potential and future research opportunities for M. haplocalyx are briefly explored, with the goal of fostering continued interest in this multifunctional plant and inspiring future research and commercial endeavors. Graphical Abstract

Environmental education across the early years has become increasingly important in Australia since the implementation of the Early Years Learning Framework and the Australian Curriculum. These documents promote a connection to nature for young children as well as environmental responsibility. In Western Australia, large areas of natural environments are bush spaces, accessible by young children, families and schools. There is no existing research investigating early childhood teacher's knowledge of plants in these bush spaces and the utilisation of these spaces in teaching botany as part of their teaching practice. The discussion in this article examines part of a larger year-long multi-site case study of the changes in the botanical understanding of two early childhood teachers of children aged 5-8 years, in Western Australian schools both before and after the Mosaic Approach, botanical practices and Indigenous knowledges were incorporated into their teaching practice. This article focuses on the changes of botanical literacies of the early childhood teachers specifically. The findings suggest that using inquiry-based and place-based methods and including First Nations Peoples' perspectives about plants whilst teaching in the bush can significantly increase the plant knowledge and understanding of teachers, as well their own scientific and botanical literacies.

Proceedings on Applied Botany, Genetics and Breeding is the oldest specialized journal in Russia. It has been published in St. Petersburg with supplements since the early 20th century up to the present day. In 2023, the journal celebrated its 115th anniversary. The journal Bulletin of Applied Botany was founded in 1908 by Robert Regel, Head of the Bureau of Applied Botany, the Russian botanist who laid the foundations of applied botany in Russia. The journal rightfully occupied a leading place among Russian scientific periodicals and acquired the core authority in applied botany and breeding within Russia. During the interwar period of Soviet Russia and the USSR (1917–1940), the journal was headed by the world-famous Russian scientist Academician Nikolay Vavilov, a public figure and official, a recognized expert in the field of plant genetics, breeding, cultivation, and immunology.Since 1908, publicly available original or translated articles recounting the current (at the time of publication) state of knowledge in various sectors of applied botany and plant breeding have been published in the form of supplements to the Proceedings.Supplements were published from 1908 through 1937. The only exception in the postwar Soviet period was the publication of the collection of guidelines entitled Methods for the Comprehensive Study of Photosynthesis in 1969, formatted as a special supplement to volume 40. Fundamental publications by Russian and foreign authors were noticed by domestic readers much faster when they appeared as supplements to a well-known journal that contained original articles, research results on individual crops, summaries and reviews in the field of applied botany, plant breeding and genetics.Academician Nikolay Vavilov, who headed the editorial committee, impelled all of his staff members, without exception, to publish their research findings first in the Proceedings, and only after that in other editions.Supplements 1–21 were published under the editorship of Robert Regel, and beginning from supplement 22 under the editorship of Nikolay Vavilov. Following the consecutive numbering on the supplements, 84 supplements should have been published, plus an additional one to volume 40, but de facto not all of the announced supplements appeared in print.The mission undertaken by the Editorial Board of the Proceedings on Applied Botany, Genetics and Breeding for the journal’s 115th anniversary was to present a complete list of supplements to the journal in order to familiarize the scientific community and other readers with the books published as supplements in 1908–1937. It is seen as a good opportunity to trace how the prioritized research topics in the fields of botany, plant breeding and genetics changed over a century and to encourage readers to get acquainted with the primary sources, browsing through the old pages of VIR’s journal.The list was compiled by the staff members of VIR’s Library and Publishing Department: Irina V. Kotelkina, Elena A. Sokolova (Dr. of Biol. Sci.), and Anton G. Krylov.

Little is known about the messes used for organising British and Irish convicts on the long voyage to New South Wales, but a victualling list for First Fleet ships offers some insight into how they were used and how the convicts were managed. [ABSTRACT FROM AUTHOR]

The merchant vessel Britannia, under captain William Raven, arrived in New South Wales in 1792 with government stores. Its account book for the years 1792-97 provides valuable insight into the maritime economy of the early settlement, including the role which convict and emancipist traders, (both women and men), tradesmen and seamen played in servicing the visiting ships. [ABSTRACT FROM AUTHOR]

While interest in early modern herbaria has so far mainly concentrated on the dried plants stored in them, this paper addresses another of their qualities – their role as manuscripts. In the 1670s, the German botanist Paul Hermann (1646–95) spent several years in Ceylon (today Sri Lanka) as a medical officer in the service of the Dutch East India Company. During his stay he put together four herbaria, two of which contain a wealth of handwritten notes by himself and several later owners. First, it will be shown that these notes provide information on the linguistic skills and interests of those who collected plants in an overseas trading settlement. Hermann's botanical practice demanded and, at the same time, generated knowledge of Sinhalese (an Indo-Aryan language that is spoken by the largest ethnic group on the island) and its script. In his herbarium, observations on the semantics, morphology, and pronunciation of Sinhalese are inextricably intertwined with those of botanical nature. Second, on the basis of these voluminous notes, the character of early modern herbaria as manuscripts will be highlighted. And third, Hermann's herbaria will be integrated into an investigation of scribal practices and publication strategies of eighteenth-century botany. Along with field notes, letters, manuscripts, illustrations, and printed books, herbaria were knots in the textual–visual mesh of early modern botany. [ABSTRACT FROM AUTHOR]

This study explored how the use of three different pedagogical frameworks (community science, storytelling, and inquiry-based learning) influenced learners' awareness and appreciation of flagellate plants in an undergraduate online botany course. Students' opinions, attitudes, and perceptions toward science were explored using the Classroom Undergraduate Research Experience survey. Qualitative and quantitative results indicated that although most students appreciated all three activities, the storytelling activity produced the most positive perceptions of learning. Logistic regression analyses demonstrated that gender and attitudes toward science influenced student perceptions of the activities. Positive science attitudes predicted positive perceptions of the activities, and female students were more likely to report positive perceptions. These results suggest that as a pedagogical framework for organizing learning activities, storytelling holds potential for promoting positive attitudes toward science and science learning, particularly with female learners.

Through the reading of four texts on the history of botany in Brazil, written by intellectuals renowned in their field in the 20th century, this article pursues a double objective: to analyse the selected texts and the contexts in which they were written. Arthur Neiva, Frederico Carlos Hoehne, Fernando de Azevedo and Mario Guimarães Ferri shared a common interest in the history of science and produced synthesis papers in the 20th century, focused on Brazil. This study describes the work of each of them, the context in which they wrote and draws parallels between the approaches of the texts written on the history of botany in Brazil, identifying similarities in terms of the content selected and the form. The divergences are also addressed, and it is possible to identify the debates and disputes held in the name of national science, of the university, of the botanical research and the privileged place in which knowledge should be produced. The research indicates that the narratives were a stage for disputes, marked by the trajectories and actions of their authors, who emphasized chronological markers, notable botanists, and paths of progress according to their conceptions of science and society. [ABSTRACT FROM AUTHOR]

Societal Impact Statement Summary Plants are essential for all life on earth, supporting ecosystems and providing vital resources such as food, medicine, and materials. However, botanical education has been neglected in K‐12 curricula, leading to limited plant awareness. Our project introduced 10 educational modules that connected high school students to their botanical heritage through herbarium curation. Students were engaged because of the emphasis on a personal connection to plants, fostering a deeper interest in botany and citizen science. This approach suggests that curricula emphasizing personal connections can enhance student engagement and should be prioritized to strengthen environmental and botanical education. A lack of plant awareness in human society has led to a view of plants as less important than animals. Since plants make up the bulk of biomass on earth and provide food, medicine, and shelter, increasing plant awareness is essential to our society's survival. In this study, we examine the effectiveness of 10 educational modules designed for use with high school students to engage them in botany and the importance of herbaria. Students explore botanical concepts by starting with their own family history. What plants were important to their ancestors? They choose a plant species and go through the process of identifying, collecting, pressing, mounting, and digitizing their herbarium specimen. The study comprised pre‐ and post‐assessments, student descriptions regarding plant significance, and teacher interviews with module reflections. Significant improvements were noted in students' ability to perceive plants and identify plant groups post‐intervention. Students exhibited nuanced shifts in attitudes toward science topics, with varying degrees of change observed. Common themes emerged in student descriptions, reflecting diverse perceptions of plants within familial contexts. Teacher interviews highlighted interest in plants, curriculum gaps, and increased student engagement through module activities. Overall, the collaborative approach presented a promising way to increase plant awareness, emphasizing the importance of integrating botanical education into standardized curricula to inspire future generations of plant scientists and promote the value of herbaria in addressing global challenges. Continued efforts in this direction are crucial for fostering plant appreciation and preparing students for environmental stewardship. [ABSTRACT FROM AUTHOR]

The Bryonia genus (Cucurbitaceae) is divided into 13 plants considered medicinal species with a significant pharmacological value fortreating as well as preventing various ailments. The current systematic review aims to present useful and updated findings published onthis genus inthe last two decades. Based on PubMed, Science Direct, JSTOR, and Google Scholar, 42 of the available previous studies on Bryonia have been selected from 2000 to 2022. Thereafter, these studies were analyzed, summarized, and separately recorded according to the topic or section, adding some comments foreach. Our review provided a botanical description of the genus, followed by itsindigenous uses. Furthermore, more than 150 reported phytochemical compounds were grouped into families such as terpenoids, alkaloids, flavonoids, glycosides, saponins, and volatile oils. Hereby, thebiological activities part of this genus wereexposed, including itsantimicrobial, antioxidant, antidiabetic, antinociceptive, and anti-inflammatory functions, along with an interesting anticancer efficiency. Overall, our findings could contribute to forthcoming investigations that may lead to determining the responsible phytoconstituents for Bryonia's efficiency. [ABSTRACT FROM AUTHOR]

Taraxaci herba, as a traditional Chinese medicine, is the name of the Taraxacum genus in the Asteraceae family. Documented in the Tang Herbal Medicine (Tang Dynasty, AD 657–659), its medicinal properties cover a wide range of applications such as acute mastitis, lung abscess, conjunctival congestion, sore throat, damp-heat jaundice, and vision improvement. In the Chinese Pharmacopoeia (Edition 2020), more than 40 kinds of China-patented drugs containing Taraxaci herba were recorded. This review explores the evolving scientific understanding of Taraxaci herba, covering facets of ethnopharmacology, botany, phytochemistry, pharmacology, artificial cultivation, and quality control. In particular, the chemical constituents and pharmacological research are reviewed. Taraxaci herba has been certified as a traditional medicine plant, and its flavonoids, phenolic acids, and terpenoids have been identified and separated, which include Chicoric acid, taraxasterol, Taraxasteryl acetate, Chlorogenic acid, isorhamnetin, and luteolin; they are responsible for anti-inflammatory, antioxidant, antibacterial, anti-tumor, and anti-cancer activities. These findings validate the traditional uses of Taraxaci herba and lay the groundwork for further scientific exploration. The sources used in this study include Web of Science, Pubmed, the CNKI site, classic monographs, the Chinese Pharmacopoeia, the Chinese Medicine Dictionary, and doctoral and master’s theses.

This paper presents a pedagogical experience in Science teaching from the curriculum component Botany which was developed at José Valmeristo School, located in the encampment called Quintino Lira, city of Santa Luzia in Pará (Brazilian state). We aimed to accomplish a pedagogical practice about plant science teaching and trace some discursive possibilities with Agroecology, as well as verify how this practice can collaborate with the teaching changes in the rural school. It is a participatory action research and an experience report about all pedagogical experiences with the students, teachers, and community residents. Throughout these practices, we built a Forest Calendar, a Cutting Production Manual, and the implementation of a small Agroforestry System (AS) in the camp. We discovered some local possibilities of a relationship between Agroecology and Botany teaching, including plant taxonomy, management forms, spacings and intercropping, reforestation, and the AS. When we relate Agroecology and Botany, we noticed that Science teaching transgresses the positivist vision and values traditional knowledge. It causes a reflection on pedagogical practice in the encampment context and MST, which should be closely related to the subject reality, in a dialogued way, so that it can contribute to the changes in their realities.

This article provides a comprehensive overview of the life and accomplishments of Dr. Kattungal Subramaniam Manilal, a highly respected botanist, taxonomist, and professor in India. It highlights his research on the plant wealth of the Malabar Coast, his teaching and administrative experience at the University of Calicut, and his numerous awards and fellowships. The article also discusses his significant contributions to the field of botany, including his research on Ayurvedic plants, biodiversity studies in Kerala, and his work on orchids and floral morphology. Dr. Manilal's leadership and establishment of the Indian Association for Angiosperm Taxonomy are also emphasized. The text concludes with a list of his publications and further reading suggestions for interested researchers. [Extracted from the article]

The seed of Herpetospermum pedunculosum (Ser.) C.B. Clarke, known in Chinese as Bo-Leng-Gua-Zi and in Tibetan as Sejimedo, are here abbreviated as H. pedunculosum seeds. Herpetospermum pedunculosum seeds is a traditional Chinese medicine for protecting the liver, clearing heat, and detoxifying. A total of 125 chemical metabolites of H. pedunculosum seeds are found, including lignans, fatty acids, terpenes, coumarins, and others. The pharmacological activities of H. pedunculosum seeds are mainly in hepatoprotective, antioxidant, anti-cancer cells, and anticholestatic effects. In clinical application, it is mainly used in combination with other traditional Chinese medicines to play a key role in treating the liver disease. This paper gives a systematic review of above research aspects, proposes the potential limitations and put forward plausible solutions. Relevant literatures were searched in PubMed, Web of Science and Chinese National Knowledge Infrastructure with Herpetospermum as the key word. A number of studies have shown that H. pedunculosum seeds exert excellent hepatoprotective effects by acting on NF-κB, TGF-β, and Keap1-Nrf2 signaling pathways, which provide a solid base for its clinic application. However, more research is needed to explore the standard cultivation and quality evaluation of H. pedunculosum seeds and systematical structure-activity relationship of its active metabolites.

Plants are crucial parts of ecosystems but are traditionally considered boring and difficult by students. It is therefore not clear whether factual knowledge about plants contributes to building positive attitudes and interest in botany. We investigated whether factual knowledge about monocotyledonous plants is associated with secondary students' attitudes toward and interest in plants. Furthermore, we examined whether self-reported plant cultivation experiences and gender differences exist in attitudes toward plants. Factual knowledge about monocotyledonous plants significantly correlated with attitudes toward plants and these attitudes were greatly influenced by interest in botany, ecology, evolution, and zoology, but not with other, more distant biological disciplines (e.g. microbiology, or health and nutrition). Females received better scores in knowledge and attitudes toward plants, but interest in plants was similar between males and females. We suggest that (1) factual knowledge in botany is essential in building positive attitudes toward plants and that (2) inter-connections between botany with zoology, ecology and evolution may help with elimination of plant blindness and building positive attitudes toward plants.

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Objectives: Achyranthes bidentata Blume (A. bidentata) is a plant of Amaranthaceae family, and its root is the main medicinal part, named "Huai-Niu-Xi." It is used to expel blood stasis through menstruation, tonify liver and kidney, strengthen muscles and bones, and induce diuresis. This review aimed to provide a systematic summary of botany, traditional uses, phytochemistry, pharmacology, and toxicology of A. bidentata. Methods: The present review covers the literature survey. The data have been collected from various journals, books, and some of the electronic search via Internet-based information such as Web of Science, PubMed, Google Scholar, Google patents, CNKI, SpringerLink, online electronic journals, and ScienceDirect. Key findings: So far, more than 270 metabolites have been isolated from A. bidentata, including terpenoids, steroids, alkaloids, flavonoids, and so on. Among them, terpenoids and steroids are the main metabolites. The extract and metabolites exert multiple pharmacological activities such as alleviating osteoarthritis effect, antiosteoporosis activity, neuroprotective effect, antidiabetic activity-associated complications, immunoregulatory activity, and so on. Summary: Some traditional uses of A. bidentata need further in-depth studies to confirm. Similarly, the separation and screening of active compounds, as well as the corresponding molecular mechanisms of action of compounds, are also needed to be studied. [ABSTRACT FROM AUTHOR]