Methodology of Using Biological Excursions in Teaching Botany and Plant Physiology to Students

Abstract

This article examines the methodology of incorporating biological excursions as an integral component of teaching Botany and Plant Physiology at the tertiary level. While classroom lectures and laboratory sessions traditionally dominate undergraduate science education, field-based excursions offer unique opportunities for experiential learning, promoting deeper conceptual understanding and long-term retention. By engaging students directly with flora in their natural habitats, biological excursions reinforce key theoretical concepts of plant taxonomy, morphology, and physiology, while simultaneously fostering an appreciation for biodiversity and ecological relationships. Drawing from the principles of experiential learning theory and best practices in botanical education, this discussion covers the logistics of planning excursions, integrating them effectively into the curriculum, and assessing their pedagogical outcomes. The article concludes by highlighting the broader benefits of fieldwork, such as fostering collaboration, building investigative and observational skills, and nurturing an enduring interest in plant science.