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Open research questions in Animal and Plant Science Education

135 unresolved questions extracted from the limitations and future-work sections of 1,183 Animal and Plant Science Education papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • This, along with the effects of exhibit layout and the addition of crafting activities, should be investigated to understand visitor interactions with exhibits covering broad topics.

    How a Traveling Exhibition on Wasps Altered Public Perceptions · 2026 · DOI

  • Human interest in biodiversity is essential for effective conservation action but remains poorly quantified at large scales.

    Low human interest for the most at-risk reef fishes worldwide · 2024 · DOI

  • In Sudan, particularly in regions affected by ongoing conflicts where healthcare resources are scarce, social media platforms offer a cost-effective approach to addressing public health challenges.

    The role of social media in public health awareness during times of war in Sudan: snakebites and scorpion stings · 2024 · DOI

  • Most studies were carried out in culturally Western countries, a fact that constitutes a gap in knowledge from a global perspective.

    Social Perception of Zoos and Aquariums: What We Know and How We Know It · 2024 · DOI

  • In the unpredictable Anthropocene, a particularly pressing open question is how certain species invade urban environments.

    Risk-sensitive learning is a winning strategy for leading an urban invasion · 2024 · DOI

  • Sex-biased dispersal and learning arguably influence movement ecology, but their joint influence remains unexplored empirically, and might vary by space and time.

    Risk-sensitive learning is a winning strategy for leading an urban invasion · 2024 · DOI

  • The paper identifies the risk of ill-considered species choices and inadvertent spread or mixing with harmful ecological consequences. The paper also notes the challenge of balancing the potential benefits of cultural processes with the need to protect native species and ecosystems. The paper highlights the need to address the nature/culture dualism in conservation biology.

    Toward a participatory and adaptive ecology of biodiversity conservation · 2026 · DOI

  • The nature/culture dualism in conservation biology constrains its ability to engage with adaptive cultural and societal processes. There is a need for a more inclusive approach to conservation that recognizes the potential benefits of cultural processes in supporting biodiversity.

    Toward a participatory and adaptive ecology of biodiversity conservation · 2026 · DOI

  • There is a gap in understanding among lecturers regarding Effective Species Numbers. The study highlights the need for further research on the use of Effective Species Numbers in biodiversity measurement.

    Beyond the Shannon-Wiener Index: Disparities in Lecturers' Conceptual Knowledge of Effective Species Numbers · 2026 · DOI

  • The visualization workshop recommendation trains lecturers to convert Shannon-Wiener H values to Effective Species Numbers using 'the appropriate exponent formula,' but the paper does not specify which conversion formula (Jost's true diversity framework, specific exponent values for different bases) should be taught or how to validate that lecturer understanding transfers to student competency. A controlled intervention study comparing workshop effectiveness with different formula presentations and assessment methods is needed.

    Beyond the Shannon-Wiener Index: Disparities in Lecturers' Conceptual Knowledge of Effective Species Numbers · 2026 · DOI

  • Limited support for conservation efforts in the Caatinga biome. Overlooking the role of human populations in conservation strategies. Threats to bird species due to habitat loss and hunting.

    Geographical, biological, and cultural factors that influence the cultural salience of bird species from the Caatinga · 2026 · DOI

  • The paper identifies a gap in understanding the cultural salience of bird species in the Caatinga biome. Prior work has overlooked the role of human populations in conservation strategies.

    Geographical, biological, and cultural factors that influence the cultural salience of bird species from the Caatinga · 2026 · DOI

  • The study uses accidental sampling, which is susceptible to potential bias and lacks generalizability. The study has a limited sample size of 100 visitors. The garden faces challenges in implementing interpretation, including limited human resources and the absence of certified guides.

    Exploring the Potential of Java Mountain Flora Collections as Interpretive Materials for Tourism at the Baturraden Botanical Garden · 2026 · DOI

  • Further study on the effectiveness of the interpretation concept designed in this study. Further study on the impact of flora collection on conservation education and the destination's image as a sustainable ecotourism destination.

    Exploring the Potential of Java Mountain Flora Collections as Interpretive Materials for Tourism at the Baturraden Botanical Garden · 2026 · DOI

  • Weather conditions and group size were challenges. The study had a limited sample size of 81 biology pre-service teachers.

    Learning to See Plants: Overcoming Future Teachers’ Plant Blindness Through Outdoor Educational Activities · 2026 · DOI

  • Educational programs should be designed to combine outdoor experiential learning with meaningful digital integration, offering varied entry points for engagement and reflection. Such an approach can increase student motivation, improve plant recognition skills, and foster deeper ecological understanding. It is important for future biology educators to understand and appreciate the importance of plants, which are crucial for environmental health, biodiversity, and the continuity of human life. This understanding is essential for instilling the same perspective in future generations when they become teachers. In this context, botany courses should not be limited to a single semester or grade level in teacher training programs, but rather integrated progressively across multiple stages of the curriculum. This could be achieved by embedding plant-related content into general biology courses in the early years, followed by dedicated outdoor-oriented botany modules in later semesters. Such integration can be aligned with national curriculum standards through interdisciplinary planning and collaboration between field experts and curriculum developers. Moreover, it is essential that these botany courses are not confined to classrooms but are conducted in natural settings through experiential and inquiry-based learning. Outdoor environments enable students to engage with plants in their ecological context, thereby fostering deeper awareness and appreciation. To eliminate plant blindness and increase plant awareness, varied, rich-content activities targeting both attitudes and cognitive development should be embedded into botany courses. Future studies could investigate the effectiveness of outdoor plant observation activities on students with different learning styles or cognitive profiles. Additionally, while this study focused on herbaceous plants, further research could examine awareness and attitudes toward other plant groups, such as trees, shrubs, or aquatic plants. It would also be valuable to explore how digital tools or gamified systems might enhance students’ interaction with plant species in open-air settings. 201 MİLLÎ EĞİTİM ● Cilt: 55 ● Kış/2026 ● Sayı: 249, (177-214) Giriş Genişletilmiş Özet Bitkiler, insanlık için hayati öneme sahiptir. Tarımsal bitkiler, temel gıda kaynaklarımızı oluştururken; baharatlar, içecekler ve endüstriyel ürünler gibi çeşitli alanlarda da kullanılmaktadır. Bununla birlikte sanayileşme, kentleşme, tarımsal uygulamalar, iklim değişiklikleri ve habitat kaybı gibi insan faaliyetleri biyolojik çeşitliliği tehdit etmektedir. Bu tehditlerin yalnızca hayvanlar üzerinde değil, bitkiler üzerinde de büyük etkileri bulunmaktadır.

    Learning to See Plants: Overcoming Future Teachers’ Plant Blindness Through Outdoor Educational Activities · 2026 · DOI

  • Future studies could evaluate the long-term impact of Monarch gardens on student understandings of pollinator habitat resources. Research could explore the effectiveness of different types of gardens and educational programs in promoting pollinator conservation.

    Student drawings reflect greater plant and insect diversity after schools install monarch butterfly gardens · 2026 · DOI

  • There is a need to evaluate the impact of school-based pollinator gardens on students' understandings of habitat resources. Prior work has focused on the decline of the eastern migratory Monarch butterfly, but there is a gap in understanding how to effectively engage students in pollinator conservation.

    Student drawings reflect greater plant and insect diversity after schools install monarch butterfly gardens · 2026 · DOI

  • There is a need to understand local perceptions of the Caatinga biome and their association with agricultural production, native plant resources, and water availability. There is a gap in the development of Environmental Education programs that promote ecological awareness and reshape local perceptions of the Caatinga biome.

    LOCAL KNOWLEDGE AND ENVIRONMENTAL EDUCATION IN CAATINGA CONSERVATION IN RURAL COMMUNITIES · 2026 · DOI

  • The global biodiversity crisis is accelerating, with many species facing extinction risk due to human-driven pressures. Island ecosystems are particularly vulnerable to extinction processes. There is a need for effective environmental education programmes that can promote biodiversity awareness and pro-environmental behaviour among children.

    “Ñeros and Navegaos”: Environmental Education Linking Cultural Identity and Biodiversity Learning in a Caribbean Island · 2026 · DOI

  • The study had a limited sample size and was conducted in a specific island context. The programme's effectiveness may be influenced by various factors, including the quality of implementation and the level of community engagement.

    “Ñeros and Navegaos”: Environmental Education Linking Cultural Identity and Biodiversity Learning in a Caribbean Island · 2026 · DOI

  • There is a lack of understanding of community attitudes and perceptions towards Hooded Vultures. Few studies have been conducted within the primary geographic range of Hooded Vultures.

    Assessment of community attitudes, local perceptions and potential threats to the Hooded Vulture (Necrosyrtes monachus) in The Gambia · 2026 · DOI

  • The study was conducted only up to the develop stage, and the dissemination stage was not implemented. The study was limited to a single class, and the sample size was 42 students.

    The Development of PBL-Based Local Curriculum Materials on Rice-Field Arthropods to Enhance Pupils’ Critical Thinking Skills · 2026 · DOI

  • Conducting trials with a more diverse range of students and in different school contexts. Refining the activities that facilitate the 'interpretation' indicator and its application to other topics or educational levels.

    The Development of PBL-Based Local Curriculum Materials on Rice-Field Arthropods to Enhance Pupils’ Critical Thinking Skills · 2026 · DOI

  • Abstract As the global biodiversity crisis unfolds, species that remain scientifically unobserved for extended periods present a conservation dilemma: Are they simply undocumented or extinct? Otidiphaps insularis (Black-naped Pheasant-pigeon) is a Critically Endangered terrestrial bird species endemic to Fergusson Island, Papua New Guinea, with just three known museum specimens that had not been documented by Western scientists for 126 years and was feared extinct.

    Lost to science for 126 years: Indigenous knowledge and camera trapping document the critically endangered Otidiphaps insularis (Black-naped Pheasant-Pigeon) · 2026 · DOI

Most-cited papers in Animal and Plant Science Education

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135 open questions have been extracted from the limitations and future-work passages of 1,183 Animal and Plant Science Education papers in our 4.5M-paper local library. Each one below links back to the study that raised it, so you can read the original claim in context.

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