An Analysis of Plant Image Preferences of Pre-Service Elementary School Teachers

Background and objective: This study aimed to identify the perceptions and preferences of pre-service elementary teachers for the visual impressions of plants featured in elementary school textbooks and various foliage plants. Researchers also examined participants' demographic data (gender, age, grade), plant cultivation status, and which plants they wished to grow themselves.Methods: Plants were classified according to the 2015 national textbook system, and further grouped into horticultural species, wild species, foliage plants, bulbous plants, succulents/cacti, and aquatic plants. A total of 50 plants were evaluated using the Semantic Differential Method, with seven pairs of opposite adjectives used to measure image preferences.Results: Horticultural species were rated higher in aesthetic value and perceived as more interesting than wild species, which were seen as simpler (p < .05). Wild species were rated as more natural and comfortable than succulents (p <. 05), while bulbous plants were seen as more natural and beautiful than wild species (p < .05). Succulents evoked higher interest, but horticultural species were considered more beautiful and unique (p < .05). Bulbous plants were viewed as more colorful and beautiful than horticultural species (p < .05). Large-leaved foliage plants were rated as more colorful, beautiful, and unique, whereas small-leaved foliage plants were perceived as more comfortable, natural, and interesting (p < .05). Gender-based differences found in perceptions of wild species, horticultural species, bulbous plants, aquatic plants, and some species of foliage plants (with different shapes and small leaves).Conclusion: These findings can serve as basic data to improve the quality of plant education and expand the scope of school plant education that links textbook plants with real-life experiences.