El herbario como herramienta didáctica para el aprendizaje integral de la botánica en Educación Superior: un enfoque en Ingeniería Agronómica.
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| Title: | El herbario como herramienta didáctica para el aprendizaje integral de la botánica en Educación Superior: un enfoque en Ingeniería Agronómica. |
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| Alternate Title: | The Herbarium as a Teaching Tool for Integrated Learning of Botany in Higher Education: A Focus on Agricultural Engineering Education. O herbário como ferramenta didática para a aprendizagem integral da botânica no Ensino Superior: um enfoque na Engenharia Agronômica. |
| Authors: | Foresto, Emiliano1 eforesto@ayv.unrc.edu.ar, Belén Martin, Rocío2, Silvio Donolo, Danilo1 |
| Source: | Páginas de la Educación. ene-jun2026, Vol. 19 Issue 1, p1-17. 17p. |
| Subject Terms: | *Agricultural engineering, Herbaria, Botany, Biodiversity conservation, Citizen science, Plant classification, Plant identification |
| Abstract (English): | The herbarium, a key teaching resource in botany, integrates theory and practice in the training of agronomy engineers. This qualitative, exploratory study analyzes its contribution to learning plant families, economic categories, native/exotic status, and diagnostic characters in agricultural systematic botany. The study combined the analysis of 91 student herbarium collections, Likert-scale questionnaires, interviews with instructors, and discussions in online forums. The results indicated that 59 % of the species belonged to agronomic families (Poaceae, Asteraceae, Fabaceae), 50 % were weeds, and 75 % were exotic, revealing a bias toward non-native species. Frequent errors included omission of scientific names (34 %) and diagnostic characters (34 %). However, 90 % of students emphasized that the herbarium enhanced their ability to identify vegetative and reproductive traits. The study underscores its value as a bridge between theory and the needs of the agricultural sector and proposes its integration into citizen science projects to promote local biodiversity conservation. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El herbario, recurso didáctico clave en Botánica, integra teoría y práctica en la formación de ingenieros agrónomos. Este estudio analiza su contribución al aprendizaje de familias vegetales, categorías económicas, estatus nativo/exótico y caracteres diagnósticos en Botánica Sistemática Agrícola. La investigación, de enfoque cualitativo y diseño exploratorio, combinó el análisis de 91 herbarios estudiantiles, cuestionarios con escala Likert, entrevistas a docentes y discusiones en foros virtuales. Los resultados indicaron que el 59 % de las especies pertenecían a familias agronómicas (Poáceas, Asteráceas, Fabáceas), el 50 % eran malezas y el 75 % exóticas, lo que revela un sesgo hacia especies introducidas. Los errores frecuentes incluyeron omisión de nombres científicos (34 %) y caracteres diagnósticos (34 %). Sin embargo, el 90 % de los estudiantes destacó que el herbario mejoró su capacidad para identificar rasgos vegetativos/reproductivos. El estudio resalta su valor como puente entre la teoría y las demandas del sector agropecuario; por ello se propone su integración en proyectos de ciencia ciudadana para promover la conservación de la biodiversidad local. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | O herbário, recurso didático chave em Botânica, integra teoria e prática na formação de engenheiros agrônomos. Este estudo analisa sua contribuição para a aprendizagem de famílias vegetais, categorias econômicas, status nativo/exótico e caracteres diagnósticos em botânica sistemática agrícola. A pesquisa, de enfoque qualitativo e delineamento exploratório, combinou a análise de 91 herbários estudantis, questionários com escala Likert, entrevistas com docentes e discussões em fóruns virtuais. Os resultados indicaram que 59 % das espécies pertenciam a famílias agronômicas (poáceas, asteráceas e fabáceas), 50 % eram plantas daninhas e 75 % exóticas, o que revela um viés em direção a espécies introduzidas. Os erros frequentes incluíram omissão de nomes científicos (34 %) e de caracteres diagnósticos (34 %). No entanto, 90% dos estudantes destacaram que o herbário melhorou sua capacidade de identificar traços vegetativos/reprodutivos. O estudo ressalta seu valor como ponte entre a teoria e as demandas do setor agropecuário; por isso, propõe-se sua integração em projetos de ciência cidadã para promover a conservação da biodiversidade local. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | The herbarium, a key teaching resource in botany, integrates theory and practice in the training of agronomy engineers. This qualitative, exploratory study analyzes its contribution to learning plant families, economic categories, native/exotic status, and diagnostic characters in agricultural systematic botany. The study combined the analysis of 91 student herbarium collections, Likert-scale questionnaires, interviews with instructors, and discussions in online forums. The results indicated that 59 % of the species belonged to agronomic families (Poaceae, Asteraceae, Fabaceae), 50 % were weeds, and 75 % were exotic, revealing a bias toward non-native species. Frequent errors included omission of scientific names (34 %) and diagnostic characters (34 %). However, 90 % of students emphasized that the herbarium enhanced their ability to identify vegetative and reproductive traits. The study underscores its value as a bridge between theory and the needs of the agricultural sector and proposes its integration into citizen science projects to promote local biodiversity conservation. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 16885287 |
| DOI: | 10.22235/pe.v19i1.5031 |
