Resumen
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. eISSN: 2398-4287 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer?review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/e-bpj.v3i8.1415