The Psychological Ownership of Ethnobotanicals through Education

Sofia M. Penabaz-Wiley; Mitsunari Terada; Isami Kinoshita

doi:10.21834/e-bpj.v3i8.1415

Authors

Sofia M. Penabaz-Wiley Chiba University Graduate School of Horticulture, 648 Matsudo, Matsudo City 271-8510, Japan https://orcid.org/0000-0003-3326-0071
Mitsunari Terada Chiba University Graduate School of Horticulture, 648 Matsudo, Matsudo City 271-8510, Japan
Isami Kinoshita Chiba University Faculty of Horticulture, 648 Matsudo, Matsudo City 271-8510, Japan

DOI:

https://doi.org/10.21834/e-bpj.v3i8.1415

Keywords:

Ethnobotany, Psychological Ownership, Education, Houttuynia Cordata

Abstract

A qualitative research case study was conducted over two summers with caretakers and children. The aim was studying how ethnobotanical content-based environmental education (EE) in English classes can impact psychological ownership (PO) of plants. The objectives were to study reactions to classroom scenarios. Subjects were selected through purposive sampling, and data through notes, observation, and recording. The second summer, a questionnaire was integrated into the lesson. Results showed that caretakers hinder children's enthusiasm about disliked plants. However, they also change their perspectives with EE. Impact on PO increased from traditional teacher-centered lessons, more with crafts, and the most with ingestion.

Author Biography

Sofia M. Penabaz-Wiley, Chiba University Graduate School of Horticulture, 648 Matsudo, Matsudo City 271-8510, Japan

I am a fourth-year PhD student in the Landscape Architecture and Environmental Engineering Program at Chiba University's Graduate School of Horticulture. My research focus is the use of ethnobotanical plants in planning for a sustainable future.

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