Citations (63)
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Oihana Barrutia, Oier Pedrera, Unai Ortega-Lasuen & José Ramón Díez. (2024) Common and threatened animal identification and conservation preferences among 6 to 12 year-old students. Environmental Education Research 30:1, pages 101-117.
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Christa Haverly & Elizabeth A. Davis. (2024) Unpacking readiness for elementary science teaching: what preservice teachers bring and how that can be shaped through teacher education. Studies in Science Education 60:1, pages 75-119.
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Per-Arvid Wold, Claudia Melis, Kathrine Bjørgen, Børge Moe & Anna Maria Billing. (2023) Norwegian preschool children´s knowledge about some common wild animal species and their habitats. Cogent Education 10:2.
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Leonardo Augusto Luvison Araújo & Renata Aparecida Dos Santos Alitto. (2023) Teaching native biodiversity: an exploratory study with Brazilian teachers. Journal of Biological Education 57:5, pages 960-970.
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Oier Pedrera, Unai Ortega-Lasuen, Aritz Ruiz-González, José Ramón Díez & Oihana Barrutia. (2023) Branches of plant blindness and their relationship with biodiversity conceptualisation among secondary students. Journal of Biological Education 57:3, pages 566-591.
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Peter Pany, Florian D. Meier, Benno Dünser, Takuya Yanagida, Michael Kiehn & Andrea Möller. (2022) Measuring Students’ Plant Awareness: A Prerequisite for Effective Botany Education. Journal of Biological Education 0:0, pages 1-14.
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Alexander Finger, Alexander Bergmann-Gering & Jorge Groß. (2022) The medium matters! The effect of a mobile digital identification tool on students’ intrinsic motivation during plant identification. Journal of Biological Education 0:0, pages 1-23.
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Oihana Barrutia, Aritz Ruiz-González, Iñaki Sanz-Azkue & José Ramón Díez. (2022) Secondary school students’ familiarity with animals and plants: hometown size matters. Environmental Education Research 28:10, pages 1564-1583.
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Christina Wolf, Patrick Kunz & Nicolas Robin. (2022) Emerging themes of research into outdoor teaching in initial formal teacher training from early childhood to secondary education – A literature review. The Journal of Environmental Education 53:4, pages 199-220.
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Barbara Jaun-Holderegger, Hans-Joachim Lehnert & Petra Lindemann-Matthies. (2022) Knowledge and perception of common local wild plant and animal species by children and their teachers – a case study from Switzerland. International Journal of Science Education 44:8, pages 1318-1335.
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Milan Kubiatko, Jana Fančovičová & Pavol Prokop. (2021) Factual knowledge of students about plants is associated with attitudes and interest in botany. International Journal of Science Education 43:9, pages 1426-1440.
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Natalia Saldarriaga, Krishna K. Shrestha, Phil McManus & Ayusha Bajracharya. (2020) Greening Sydney: attitudes, barriers and opportunities for tree planting. Australian Geographer 51:4, pages 469-488.
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Alexandros Amprazis & Penelope Papadopoulou. (2020) Plant blindness: a faddish research interest or a substantive impediment to achieve sustainable development goals?. Environmental Education Research 26:8, pages 1065-1087.
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Tuula H. Skarstein & Frode Skarstein. (2020) Curious children and knowledgeable adults – early childhood student-teachers’ species identification skills and their views on the importance of species knowledge. International Journal of Science Education 42:2, pages 310-328.
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Pia Sjöblom & Maria Svens. (2019) Learning in the Finnish outdoor classroom: Pupils’ views. Journal of Adventure Education and Outdoor Learning 19:4, pages 301-314.
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Pavol Prokop & Jana Fančovičová. (2019) The perception of toxic and non-toxic plants by children and adolescents with regard to gender: implications for teaching botany. Journal of Biological Education 53:4, pages 463-473.
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Irmeli Palmberg, Mikaela Hermans, Eila Jeronen, Sirpa Kärkkäinen, Christel Persson & Eija Yli-Panula. (2018) Nordic Student Teachers’ Views on the Importance of Species and Species Identification. Journal of Science Teacher Education 29:5, pages 397-419.
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Gonzalo M. A. Bermudez, Sandra Díaz & Ana L. De Longhi. (2018) Native plant naming by high-school students of different socioeconomic status: implications for botany education. International Journal of Science Education 40:1, pages 46-66.
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I Corbacho-Cuello, M.A Hernández-Barco & A Munoz-Losa. Exploring the local vegetation: botanical inquiry trail, an interactive journey of learning. Journal of Biological Education 0:0, pages 1-14.
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Articles from other publishers (44)
Shu Tian Ng, Angela K.-y. Leung & Sarah Hian May Chan. (2023) Through the lens of a naturalist: How learning about nature promotes nature connectedness via awe. Journal of Environmental Psychology 92, pages 102069.
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Till Schmäing & Norbert Grotjohann. (2023) Die Artenkenntnis von angehenden Biologie- und Sachunterrichtslehrkräften zum Ökosystem WattenmeerProspective Biology and Science Teachers’ Species Knowledge About the Wadden Sea Ecosystem. Zeitschrift für Didaktik der Naturwissenschaften 29:1.
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Valquíria Vieira, Paulo Sergio Garcia & Marco Wandercil. (2023) Desempenho de jovens em biodiversidade associado a marcadores sociais. Revista @mbienteeducação, pages e023018.
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Teodora Ivanova, Yulia Bosseva, Mihail Chervenkov & Dessislava Dimitrova. (2023) Sweet Basil between the Soul and the Table—Transformation of Traditional Knowledge on Ocimum basilicum L. in Bulgaria. Plants 12:15, pages 2771.
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Talia Härtel, Janina Vanhöfen & Christoph Randler. (2023) Selection of Indicator Bird Species as a Baseline for Knowledge Assessment in Biodiversity Survey Studies. Animals 13:13, pages 2230.
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Biplob Dey, Romel Ahmed, Jannatul Ferdous, Mohammed Masum Ul Haque, Rahela Khatun, Faria Erfana Hasan & Sarder Nasir Uddin. (2023) Automated plant species identification from the stomata images using deep neural network: A study of selected mangrove and freshwater swamp forest tree species of Bangladesh. Ecological Informatics 75, pages 102128.
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Unai Ortega-Lasuen, Oier Pedrera, Erin Telletxea, Oihana Barrutia & José Ramón Díez. (2023) Secondary Students’ Knowledge on Birds and Attitudes towards Conservation: Evaluation of an Environmental Education Program. International Journal of Environmental Research and Public Health 20:10, pages 5769.
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Patrícia da Silva Sousa, Maria Jaislanny Lacerda e Medeiros, Letícia Sousa dos Santos Ferreira & Clarissa Gomes Reis Lopes. (2023) Contact with natural areas influences Brazilian high school students’ ability to recognize native plant species. Acta Botanica Brasilica 37.
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Lhoussaine Maskour, Bouchta El Batri, Jamal Ksiksou, Eila Jeronen, Boujemaa Agorram, Anouar Alami & Rahma Bouali. (2022) Views of Moroccan University Teachers on Plant Taxonomy and Its Teaching and Learning Challenges. Education Sciences 12:11, pages 799.
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Francisco Javier Robles-Moral, Manuel Fernández-Díaz & Gabriel Enrique Ayuso-Fernández. (2022) What Do Pre-Service Preschool Teachers Know about Biodiversity at the Level of Organisms? Preliminary Analysis of Their Ability to Identify Vertebrate Animals. Sustainability 14:18, pages 11406.
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Jana Fančovičová, Pavol Prokop & Markéta Kubíčková. (2022) The Effect of Aposematic Signals of Plants on Students’ Perception and Willingness to Protect Them. Sustainability 14:15, pages 9121.
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Branko Anđić, Andrej Šorgo, Danijela Stešević & Zsolt Lavicza. (2022) The factors which influence the continuance intention of teachers in using the interactive digital identification key for trees in elementary school science education. Eurasia Journal of Mathematics, Science and Technology Education 18:8, pages em2140.
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Shem D. Unger, William R. Merian & Mark A. Rollins. (2022) Virtual Coverboarding: Using Local Biodiverity to Engage Science Majors. Interdisciplinary Journal of Environmental and Science Education 18:4, pages e2279.
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André Bastos da Silva, Francisco Arlan de Sales, Luciana Nobre de Abreu Ferreira, Juliana Ramos de Andrade, Wedson de Medeiros Silva Souto & Clarissa Gomes Reis Lopes. (2022) Age and Fieldwork Experience Increase Brazilian University Students’ Ability to Identify Wild Mammals. Tropical Conservation Science 15, pages 194008292110173.
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Maria Hofman-Bergholm. (2018) Changes in Thoughts and Actions as Requirements for a Sustainable Future: A Review of Recent Research on the Finnish Educational System and Sustainable Development. Journal of Teacher Education for Sustainability 20:2, pages 19-30.
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