Botany Teaching–Learning Proposal Using the Phytosociological Method for University Students’ Study of the Diversity and Conservation of Forest Ecosystems for University Students
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2024
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Multidisciplinary Digital Publishing Institute (MDPI)
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Cano-Ortiz, A., Piñar Fuentes, J. C., Musarella, C. M., & Cano, E. (2024). Botany Teaching–Learning Proposal Using the Phytosociological Method for University Students’ Study of the Diversity and Conservation of Forest Ecosystems for University Students. Diversity, 16(12). https://doi.org/10.3390/D16120708
Abstract
We propose a method consisting of four steps for phytosociological research and education on flora and vegetation diversity. We demonstrate the application of this method using as an example a territory of special interest due to its high index of endemism (Dominican Republic Island), which is a biodiversity hotspot and hosts several protected areas, such as the Jaragua-Bahoruco-Enriquillo Biosphere Reserve. Nonetheless, this model, based on teaching the phytosociological method, can be extrapolated to any location worldwide. As an example, we analyzed the dry and humid forests. Through the four research phases, this study revealed a greater number of endemic species in the dry forest compared to the humid forest, with more endemics found in districts A12 and A16. The sequenced teaching of the research phases allows for the training of university students, future managers, and educators. The model enables learning sampling techniques, developing analysis and interpretation skills, and assessing the need for conservation of habitats rich in endemic species. The teaching outcomes of this study provide optimal training for the management and dissemination of ecological values, which allow broader society to learn to respect the environment.
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