Chinese Bulletin of Botany ›› 2024, Vol. 59 ›› Issue (6): 1054-1062.DOI: 10.11983/CBB24116  cstr: 32102.14.CBB24116

• TEACHING FORUM • Previous Articles     Next Articles

Exploring Biological Popularization Education in University Botany Courses

Xinyi Hu1, Dan Mu1,*(), Huiwen Zhang1, Huaguang Qin1, Yaru Bai1, Hongjie Long1, Yingrui Xu1, Wenjing Zhang1, Yang Deng2, Zhou Zhou1, Jieyi Hu1, Chenyue Bi1, Zhaoyang Shen1, Tingzhe Sun1, Yuchun Rao2,*()   

  1. 1Anqing Forestry Science and Technology Innovation Research Institute, a New R & D Institution of Anhui Province, Key Lab. of Biodiversity Conservation and Characteristic Resources Utilization in Southwest Anhui, College of Life Sciences, Anqing Normal University, Anqing 246133, China
    2College of Life Sciences, Zhejiang Normal University, Jinhua 321004, China

Abstract: As one of the dual wings of innovative development, science popularization is a crucial means of enhancing national scientific literacy. Universities, as the main platforms for disseminating knowledge and nurturing talent, also bear the social responsibility of promoting science popularization. In biology, conducting science education and guiding students to extract biological knowledge from their courses to create popular science content is of great significance in advancing public science literacy. This article takes a university botany course as an example to illustrate how botany courses can integrate popular science education through course knowledge, practical activities, research outcomes, and real-life applications. By employing the “2W1H” approach (What, Why, and How), the paper guides students in creating popular science. This not only cultivates students’ comprehensive and innovative abilities but also disseminates biological knowledge, offering a valuable reference for the cultivation of popular science talents in the context of promoting science literacy for all.

Key words: biology education, science popularization, botany resources