Citations (67)
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Mehmet Şen & Yavuz Kamacı. (2023) Investigation of middle school and high school students’ ecosystem knowledge through their drawings. Journal of Biological Education 0:0, pages 1-15.
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Kennedy Kam Ho Chan. (2023) Using classroom video-based instruments to characterise pre-service science teachers’ incoming usable knowledge for teaching science. Research in Science & Technological Education 41:1, pages 147-169.
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Aik-Ling Tan, Yong Sim Ng, Jaime Koh, Yann Shiou Ong & Dominic Koh. (2023) Applying concepts of plant nutrition in the real-world: Designing vertical farming systems. Science Activities 60:1, pages 25-31.
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Lena Wennersten, Hanna Wanselin, Susanne Wikman & Mats Lindahl. (2023) Interpreting students’ ideas on the availability of energy and matter in food webs. Journal of Biological Education 57:1, pages 3-23.
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Ardan Wildan, Chin Doong Yau, Enoch Ming Wei Ng, Kevin Xiao, Oi Wah Liew & Tuck Wah Ng. (2022) Algae photosynthesis and respiration experimentation with physical and augmented reality modes. Journal of Biological Education 56:2, pages 163-173.
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Oihana Barrutia & José Ramón Díez. (2021) 7 to 13-year-old students’ conceptual understanding of plant nutrition: should we be concerned about elementary teachers’ instruction?. Journal of Biological Education 55:2, pages 196-216.
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Alexandros Amprazis, Penelope Papadopoulou & George Malandrakis. (2021) Plant blindness and children’s recognition of plants as living things: a research in the primary schools context. Journal of Biological Education 55:2, pages 139-154.
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Bahar Kumandaş, Armagan Ateskan & Jennie Lane. (2019) Misconceptions in biology: a meta-synthesis study of research, 2000–2014. Journal of Biological Education 53:4, pages 350-364.
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Katharina Düsing, Roman Asshoff & Marcus Hammann. (2019) Students’ conceptions of the carbon cycle: identifying and interrelating components of the carbon cycle and tracing carbon atoms across the levels of biological organisation. Journal of Biological Education 53:1, pages 110-125.
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Vasiliki Kioupi & Margarita Arianoutsou. (2016) Greek Students Research the Effects of Fire on the Soil System through Project-based Learning. Journal of Biological Education 50:3, pages 304-319.
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Abdeljalil Métioui, Fathi Matoussi & Louis Trudel. (2016) The Teaching of Photosynthesis in Secondary School: A History of the Science Approach. Journal of Biological Education 50:3, pages 275-289.
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Stephen L. Thompson, Christine Lotter, Xumei Fann & Laurie Taylor. (2016) Enhancing Elementary Pre-service Teachers’ Plant Processes Conceptions. Journal of Science Teacher Education 27:4, pages 439-463.
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Pavol Prokop & Jana Fančovičová. (2014) Seeing coloured fruits: utilisation of the theory of adaptive memory in teaching botany. Journal of Biological Education 48:3, pages 127-132.
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Rebecca C. Jordan, Wesley R. Brooks, Cindy Hmelo-Silver, Catherine Eberbach & Suparna Sinha. (2014) Balancing broad ideas with context: an evaluation of student accuracy in describing ecosystem processes after a system-level intervention. Journal of Biological Education 48:2, pages 57-62.
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Manuel Vidal & Pedro Membiela. (2014) On teaching the scientific complexity of germination: a study with prospective elementary teachers. Journal of Biological Education 48:1, pages 34-39.
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Robert A. Smith, Laura Pontiggia, Carrie Waterman & Meghan Lichtenwalner. (2010) Introducing experimental design by evaluating efficacy of herbal remedies (Do herbal remedies really work?). Journal of Biological Education 44:4, pages 180-184.
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Concepción González-Rodríguez, Susana García-Barrios & Cristina Martínez-Lozada. (2009) Plant nutrition in Spanish secondary textbooks. Journal of Biological Education 43:4, pages 152-158.
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Rebecca McNall Krall, Kimberly H. Lott & Carol L. Wymer. (2009) Inservice Elementary and Middle School Teachers’ Conceptions of Photosynthesis and Respiration. Journal of Science Teacher Education 20:1, pages 41-55.
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ElisabethE. Schussler. (2008) From Flowers to Fruits: How children’s books represent plant reproduction. International Journal of Science Education 30:12, pages 1677-1696.
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Pavol Prokop, Matel Prokop & Sue Dale Tunnicliffe. (2007) Is biology boring? Student attitudes toward biology. Journal of Biological Education 42:1, pages 36-39.
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Muhammad Zulfadhli Kamarudin, Mohd Syafiq Aiman Mat Noor & Romarzila Omar. ‘How do plants grow?’: teaching photosynthesis using digital inquiry-based science learning. Science Activities 0:0, pages 1-14.
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Vesta Vančugovienė, Jake McMullen, Erno Lehtinen & Ilona Södervik. Exploring individual differences in photosynthesis and respiration knowledge in the context of green plants. Journal of Biological Education 0:0, pages 1-20.
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Articles from other publishers (45)
Ifeyinwa Uke, Jazlin Ebenezer & Osman Nafiz Kaya. (2024) Seventh-Grade Students’ Relational Conceptual Change and Science Achievement: Photosynthesis and Cellular Respiration Duo. Research in Science Education.
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Štěpánka Chmelová. (2024) Miskoncepce z pedologie u studentů učitelství přírodních věd. Envigogika 19:1.
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Kun-Hung Cheng. (2023) Development of an immersive virtual reality system for learning about plants in primary education: evaluation of teachers’ perceptions and learners’ flow experiences and learning attitudes. Educational technology research and development.
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Ferhat Karakaya, Mehmet Yilmaz & Elvan Ince Aka. (2021) Examination of Pre-Service Science Teachers’ Conceptual Perceptions and Misconceptions about Photosynthesis. Pedagogical Research 6:4, pages em0104.
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Tuğba Taşkın & Pervin Ünlü Yavaş. (2019) Examining Knowledge Levels of High School Students Related to Conductors at Electrostatic Equilibrium and Electric Field Lines Using the Drawing Method. Research in Science Education 51:3, pages 577-597.
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Denisa Čolláková, Elena Čipková & Zuzana Haláková. (2021) Miskoncepcie žiakov na základnej škole v téme dýchanie. Biologie. Chemie. Zeměpis 30:1, pages 15-25.
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Kennedy Kam Ho Chan & King Woon Yau. (2020) Using Video-Based Interviews to Investigate Pre-service Secondary Science Teachers’ Situation-Specific Skills for Informal Formative Assessment. International Journal of Science and Mathematics Education 19:2, pages 289-311.
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Emmanuel Fokides, Penelope Atsikpasi & Dorothea Karageorgou. (2020) Tablets, Plants, and Primary School Students: A Study. Technology, Knowledge and Learning 25:3, pages 621-649.
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Catherine Bonnat, Patricia Marzin-janvier & Isabelle Girault. (2019) Analyse des conceptions d’élèves sur le vivant, dans une situation de conception expérimentale avec un environnement informatiqueAnalysis of students misconceptions on the living, in an experimental design situation that includes a computer environment. RDST:20, pages 149-173.
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Jana Fančovičová & Pavol Prokop. (2019) EXAMINING SECONDARY SCHOOL STUDENTS’ MISCONCEPTIONS ABOUT THE HUMAN BODY: CORRELATIONS BETWEEN THE METHODS OF DRAWING AND OPEN-ENDED QUESTIONS. Journal of Baltic Science Education 18:4, pages 549-557.
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Arzu Saka. (2019) Understanding the Processual and Contextual Aspects of Science by Means of the History of Photosynthesis. European Journal of Educational Research volume-8-2019:volume8-issue2.html, pages 633-646.
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Katja Gobec & Jelka Strgar. (2019) AGRICULTURAL STUDENTS’ KNOWLEDGE OF PHOTOSYNTHESIS AND THE CONTEXTUAL FACTORS THAT INFLUENCE IT. Journal of Baltic Science Education 18:1, pages 6-18.
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Mustafa Urey. (2018) Defining the Relationship between the Perceptions and the Misconceptions about Photosynthesis Topic of the Preservice Science Teachers. European Journal of Educational Research volume-7-2018:volume7-issue4.html, pages 813-826.
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J. W. Schramm, H. Jin, E. G. Keeling, M. Johnson & H. J. Shin. (2017) Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression. Research in Science Education 48:5, pages 887-911.
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Denis Messig & Jorge Groß. (2018) Understanding Plant Nutrition—The Genesis of Students’ Conceptions and the Implications for Teaching Photosynthesis. Education Sciences 8:3, pages 132.
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Şeyda Gül & Esra Özay Köse. (2018) Öğretmen Adaylarının Protein Sentezine Yönelik Algıları: Öğrenme Güçlüğüne Karşı Önerilen Çözümler. Erzincan Üniversitesi Eğitim Fakültesi Dergisi 20:1, pages 237-250.
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Ulrike Wernecke, Kerstin Schütte, Julia Schwanewedel & Ute Harms. (2018) Enhancing Conceptual Knowledge of Energy in Biology with Incorrect Representations. CBE—Life Sciences Education 17:1, pages ar5.
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MEHMET YILMAZ, ERTUNÇ GÜNDÜZ, EMİNE HATUN DİKEN & OSMAN ÇİMEN. (2017) 8. Sınıf Fen Bilimleri Ders Kitabındaki Biyoloji Konularının Bilimsel İçerik Açısından İncelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi.
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