Dance with plants: Taylor Swift’s music videos as advance organizers for meaningful learning in Botany

Background Traditionally defined as plant blindness, plant awareness disparity, plant imperception, a general low interest in plants partially stems from poor teacher training in botany, traditional lecture-style classes, and a lack of attractive methods. Major changes in didactical-methodological strategies are needed to break the cycle of plant imperception caused by inadequate teaching practices, as it directly affects research on plants and plant conservation. Low plant awareness also directly impacts society, such as a low perception of plant-based foods and not linking plants to climate change, biodiversity loss, environmental services, desertification, deforestation, poor soil, and poor water quality. Scope Here we share a method based on how teachers can use audio-visual and artistic materials as advance organizers to effectively engage students in botany courses in high schools and undergraduate courses. Conclusions The use of audio-visual material with botanical visual clues as advance organizers, or a cognitive bridge between previous knowledge and new knowledge, led to meaningful learning in botany. Our results show that this method is positive for the teacher-student relationship and that pop culture/artistic references can establish emotional connection between students and plants. Increased motivation and participation, resulted in improved engagement of students with botany – observed by more frequent unprompted use of botanical terms, fewer complaints about theoretical botany, better academic performance, and improved teamwork.