Citations (16)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (6)
Özlem Taşdelen & Turan Güven. (2023) Pre-Service Biology Teachers’ Perceptions of the Concepts of ‘System’ and ‘Biological System’. Journal of Biological Education 57:3, pages 495-516.
Read now
Read now
Špela Klofutar, Janez Jerman & Gregor Torkar. (2022) Direct versus vicarious experiences for developing children’s skills of observation in early science education. International Journal of Early Years Education 30:4, pages 863-880.
Read now
Read now
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.
Read now
Read now
Eva Lloyd, Casey Edmonds, Celony Downs, Rebecca Crutchley & Fran Paffard. (2017) Talking everyday science to very young children: a study involving parents and practitioners within an early childhood centre. Early Child Development and Care 187:2, pages 244-260.
Read now
Read now
María-Pilar Jiménez-Tejada, Cristina Sánchez-Monsalve & Francisco González-García. (2013) How Spanish primary school students interpret the concepts of population and species. Journal of Biological Education 47:4, pages 232-239.
Read now
Read now
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.
Read now
Read now
Articles from other publishers (10)
Arini Rosa Sinensis, Effendi, Thoha Firdaus, Widayanti & Ratna Crisniarti. Development of student worksheets based on contextual teaching and learning on the topic vibration and waves to build junior high school observation skills. Development of student worksheets based on contextual teaching and learning on the topic vibration and waves to build junior high school observation skills.
Martin Semecký & Jan Mourek. (2022) NÁZORY UČITELŮ NA MOŽNOSTI ZATRAKTIVNĚNÍ PŘEDMĚTŮ PRVOUKA, PŘÍRODOVĚDA, PŘÍRODOPIS A BIOLOGIE NA ZÁKLADNÍCH A STŘEDNÍCH ŠKOLÁCH. Biologie. Chemie. Zeměpis 31:1, pages 2-24.
Crossref
Crossref
Eirini Gkouskou & Sue Dale Tunnicliffe. 2022. Play and STEM Education in the Early Years. Play and STEM Education in the Early Years
123
148
.
Sue Dale Tunnicliffe. 2022. Play and STEM Education in the Early Years. Play and STEM Education in the Early Years
39
63
.
Amelia L. Abrie. (2016) botanical content in the South African curriculum: A barren desert or a thriving forest?. South African Journal of Science 112:1/2, pages 7.
Crossref
Crossref
Marjanca Kos, Brigita Šuperger & Janez Jerman. (2015) EARLY SCIENCE OUTDOORS: LEARNING ABOUT TREES IN THE PRESCHOOL PERIOD. Problems of Education in the 21st Century 64:1, pages 24-37.
Crossref
Crossref
Marjanca Kos & Janez Jerman. (2015) OBSERVING NATURAL OBJECTS: CHARACTERISTICS OF FLOWERING PLANTS PERCEIVED AS IMPORTANT BY 5- AND 10-YEAR-OLD CHILDREN. Journal of Baltic Science Education 14:1, pages 109-120.
Crossref
Crossref
Vanda Janštová, Martin Jáč & Radka Marta Dvořáková. (2015) Factors Motivating Secondary School Students to Study Biology and to Participate in Biological Competitions. e-Pedagogium 15:1, pages 56-71.
Crossref
Crossref
Stephen P. Tomkins & Sue Dale Tunnicliffe. 2015. Darwin-Inspired Learning. Darwin-Inspired Learning
147
163
.
Ageliki Lefkaditou, Konstantinos Korfiatis & Tasos Hovardas. 2014. International Handbook of Research in History, Philosophy and Science Teaching. International Handbook of Research in History, Philosophy and Science Teaching
523
550
.